“I Can” Learning Targets Important Note: Slide 1 Cover slide Slide 2 Pacing Guide Slide 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 6th Six Weeks

6th Six Weeks Pacing Guide Literature Skills 6th Guiding Question: What does it take to achieve our goals and dreams? How Tia Lola Came to Visit Stay Character and Theme/Summarize The Difficult Art of Hitting Unfamiliar Words To Fly: the Story of the Wright Brothers Generalize/Ask Questions Early Flying Machines The Man Who Went to the Far Side of the Moon Graphic Sources/Monitor and Fix Up The Earth and the Moon Homonyms Poetry Collection pg. 762; Unit Wrap-Up; TCAP Review/Re-teach Project-Based Learning – Use Gold Seal Lessons as time allows

“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.

“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)

“I Can” Informational Text, Part I (ex “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.

“I Can” Informational Text, Part II (ex “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.

“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.

“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)

“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).

“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.

“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.

“I Can” Skills (Text pgs. 686-689, 712-715) I can compare and contrast events and characters using evidence cited from print and non-print text(s). I can explore the concept of theme. I can recognize the theme of a single passage. I can determine the meaning of unfamiliar words/multiple meaning words using context clues, dictionaries, and glossaries. I can use decoding strategies to read unfamiliar words. I can summarize orally what has been learned or accomplished after completing an activity or assignment. I can summarize selected passages. I can summarize materials read and/or lessons learned. OPTIONAL: I can check for understanding by discussing similarities and differences in events and characters using evidence cited in two or three text(s). I can identify characters, setting, and plot in a passage. I can identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.

“I Can” Skills (Text pgs. 738-742) I can locate information using available text features (e.g., maps, charts, graphics, appendices, and tables of contents). I can use headings, graphics, and captions to make meaning from texts. I can use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text. I can use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars). I can use appropriate synonyms, antonyms, and homonyms. I can select appropriate synonyms, antonyms, and homonyms within context.