“I Can” Learning Targets

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

2. 4th Six Weeks English Skills: • Unit 5 Writing: • Unit 8 REVIEW – Be sure to cover appropriate standards for Writing prior to the TN Writing Assessment. A partial list of essential “I can” statements has been highlighted in red on this PowerPoint. • Unit 11 Note: For your convenience, the SPIs and CFUs for Writing have been included on slides 7-9 .

3. Ongoing/Year-Long Skills • I can spell words that I use and read often or are tricky to spell. • I can write in print and cursive so that others can read what I write. • I can use correct page format (paragraphs, margins, indentations, titles). • I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters. • I can end my sentence with the correct punctuation.

4. “I Can”Unit 5 • I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters. • I can end my sentence with the correct punctuation. • I can recognize and edit incomplete sentences and run-on sentences. • I can ID/use common and proper adjectives. • I can ID/use common and proper nouns. • I can combine sentences and thoughts into compound sentences, sentences joined with a semicolon, or into sentences that have more than one subject or verb. • I can make my sentences more interesting by using introductory phrases or clauses. • I can use semicolons, apostrophes, quotation marks, and commas in a direct address, items in a series, following introductory words, in dates and addresses, in quotations, in parts of a letter, and before coordinating conjunctions in compound sentences. • I can ID/use interjections. • I can use quotation marks along with capitals and end marks in a written conversation. • I can abbreviate or shorten a word by using an apostrophe to show where letters are left out.

5. “I Can”Unit 8 Review • I can describe the meaning of… • figurative language • main idea • prompt • I can pick a topic to write about. • I can use graphic organizers (listing, clustering, story maps, webs). • I can choose the best supporting sentence in a paragraph. • I can write my sentences differently to make them more interesting to the reader (syntactic variety). • I can write using vivid and figurative language. • I can write using time-order and transitional words. • I can write a paragraph that has a topic sentence, supporting details, and a conclusion. • I can write my paragraphs in sequential order. • I can give my writing a good title. • I can revise my writing to make my ideas more clear. • I can use the Tennessee Writing Assessment rubric to evaluate my own writing and the writing of others. • I can use correct page format, paragraphs, margins, indentations, titles. • I can use the writing process: prewriting, drafting, revising, editing/proofing, evaluating, and publishing. • I can write within a given time limit. • I can write to respond to a narrative prompt.

6. Unit 11 • I can describe the meaning of “reference sources”. • I can pick a research topic. • I can use technology to do research. • I can use technology to communicate. • I can tell the difference between information available from different reference sources (e.g., interviews, encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers). • I can use the information available from different reference sources. • I can describe the meaning of “citation”. • I can record information for research from three different sources, at least one of which must be a print source. • I can use a graphic organizer to organize information. • I can identify what is and what is not needed in a citation. • I can decide if a source is reliable. • I can take notes that include important ideas (paraphrasing, and summaries). • I can cite sources including the title, author, and page number. • I can identify what is and what is not needed in a citation. • I can write a research report using and citing three or more sources.

7. “I Can” Writing, Part I (SPIs) • I can identify the audience for which a text is written. • I can identify the purpose for writing. • I can choose the supporting sentence that best fits the context and flow of ideas in a paragraph. • I can identify the sentence that doesn’t fit in a paragraph. • I can select an appropriate concluding sentence for a paragraph. • I can rearrange sentences to form a sequential, coherent paragraph. • I can select details that support a topic sentence. • I can select vivid and active words for a writing sample. • I can choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph. • I can select appropriate time-order or transitional words/phrases to enhance a writing sample. • I can rearrange paragraphs into sequential and chronological order. • I can select an appropriate title. • I can complete a graphic organizer to group ideas for writing. • I can write for a variety of purposes. • I can write poems, stories, and essays based upon personal reflections, observations, and experiences.

8. “I Can” Writing, Part II (CFUs) • I can determine an audience and purpose for writing. • I can write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication). • I can write to narrative and descriptive prompts within a specified time limit. • I can write poems, stories, and essays based upon personal reflections, observations, and experiences. • I can compare and contrast two persons, places, things, or ideas. • I can respond in writing to literature studied. • I can create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples. • I can compose and respond in writing to original questions and/or problems from all content areas. • I can explore writing in the expository mode. • I can recognize and use all steps in the writing process: prewriting, drafting, revising, editing/proofing, evaluating, publishing. • I can construct an outline with main ideas and supporting details. • I can select and refine a topic. • I can compose clear, coherent, well-organized multi-paragraphed works. • I can develop a paragraph with a topic sentence, supporting details, and a concluding sentence. • I can demonstrate syntactic variety. • I can use precise language, including vivid words and figurative language.

9. “I Can” Writing, Part III (CFUs, cont’d) • I can use correct page format (e.g., paragraphs, margins, indentations, title). • I can revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information. • I can use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process. • I can demonstrate confidence and competence in using the TN Writing Assessment rubric while evaluating my own writing and the writing of others. • I can use technology to publish and present. • I can identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).