“I Can” Learning Targets 4 th English/Writing 6th Six Weeks

English Skills: Unit 7 TCAP REVIEW Project-Based Learning Writing: Unit 13 TCAP REVIEW NOTE: End the Year with Gold Seal Lessons as time allows.

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.

“I Can” Unit 7 I can I can ID/use adverbs that compare. I can ID/use adverbs that are negatives. I can describe the meaning of “double negatives”. I can recognize double negatives which are words that mean “no” that are used together. Embed “Writing” on slides 7-9 and “Communication” on slides as appropriate.

“I Can” Unit 13  I can identify the purpose for writing (i.e., to entertain, to inform, to share experiences).  I can write for a variety of reasons such as to persuade.  I can write poems, stories, and essays based upon personal reflections, observations, and experiences.  I can complete a graphic organizer to group ideas for writing (i.e. clustering, listing, mapping, webbing).  I can arrange paragraphs in an order that makes sense.  ADVERBS: see slide 7  I can describe the meaning of “possessive nouns”.  I can ID/use nouns that are singular/plural, common/proper, or possessive. Embed “Writing” on slides 7-9 and “Communication” on slides as appropriate.

Gold Seal Lessons Note: Use Gold Seal lessons at the end of the year as time allows.

“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).

“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.

“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.

“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.

“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.