1. “I Can” Learning Targets
Important Note: Slide 1 Cover slide
Slide 2 Pacing Guide Slide 3-12 (Skills to be covered throughout the year. All of these skills will not be addressed in one six wks.) Slide Reading Skills for Six Weeks
5th Grade Reading
6th Six Weeks

2. 6th Six Weeks Pacing Guide
Literature
Skill
6th Six Weeks
Guiding Question- What can we learn from encounters with the unexpected?
King Midas and the Golden Touch
Compare and Contrast/Answer Questions
Jimmy Jet and His TV Set
Suffixes
The Hindenburg
Fact and Opinion/Ask Questions
Earthquakes and Primary Sources
Unfamiliar Words
Sweet Music in Harlem
Sequence/Prior Knowledge
Author’s Note
Homographs
Poetry Collection pg 754; Review; Reteach; Unit Wrap-Up
Project-Based Learning- Use Gold Seal Lessons as time permits

3. “I Can” Literature (General)
I can prepare to read by setting a purpose (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
I can make predictions.
I can identify setting, characters, plot, conflict, point of view , and theme.
I can recognize when a story is told from first person and third person points of view.
I can tell when a theme is stated or implied.
I can identify and understand the main incidents of a plot, their causes, how they affect future actions, and how they are resolved.
I can understand what I read by rereading, asking for help, and thinking about what I read earlier.
I can explore different kinds of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology).
I can understand the plot structure of a story by identifying the problem (conflict) and by telling how the problem is resolved.
I can check for understanding by summarizing and identifying the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade).
I can tell how characters and events are similar and different by using evidence cited in two or more different texts.
I can learn new words by reading different texts and genres.
I can connect different genres by understanding their similarities and differences.

4. “I Can” Poetry/Plays I can describe the meaning of....
“figurative language”
“hyperbole”
“metaphor”
“simile”
“onomatopoeia”
“personification”.
I can identify different types of things to read (e.g., poems {lines and stanzas}, plays {acts, stage directions}, novels {chapters}).
I can identify different parts of a play (e.g., time constraints, organization, stage directions, dialogue).
I can identify how history, culture, and ethnicity are represented in literature.
I know there are different genres (e.g., poetry, drama, letters, ads, historical fictions, biographies, autobiographies).
I can identify onomatopoeia, alliteration, rhythm, rhyme, and repetition in poetry.
I can identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, and repetition).
I can use figurative language (e.g., imagery, metaphor, simile, personification, hyperbole).

5. “I Can” Informational Text, Part I (ex
“I Can” Informational Text, Part I (ex. Expository Nonfiction, Articles, etc.)
I can describe the meaning of “main idea”.
I can prepare to read by determining a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
I can prepare to read by using different reference sources to build background.
I can prepare to read by previewing the reading selection.
I can understand what I read.
I can skim text to get a general idea of what I am about to read.
I can skim text to locate specific information.
I can name the main idea and supporting details from what I read.
I can reread, ask for help, self-question, and draw on earlier reading to help with understanding.
I can summarize and identify the author’s purpose.
I can understand sequence of events.
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
“I Can” Informational Text, Part II (ex. Expository Nonfiction, Articles, etc.)
I can use headings, key words, graphics, chapter titles, glossaries, captions, and sidebars to help with understanding.
I can use text features like maps, charts, and graphics to locate information.
I can put instructions in sequential order.
I can follow instructions with more than one step such as programming technology and building/repairing a model.
I can explore well-organized informational text (e.g., chronological, sequential)
I can explore different structures
of informational text (e.g., cause-effect, comparison-contrast, problem-solution).
I can understand different informational texts such as autobiographies, letters, diaries, and Internet sites.

7. “I Can” Logic and Reasoning
I can describe the meaning of “implied”.
I can tell the difference between fact and opinion.
I can tell the difference between fantasy and reality.
I can identify the cause of an effect.
I can make conclusions and predictions while reading, viewing, or listening to print and non-print media.
I can describe the meaning of inferences.
I can recognize a conflict and its resolution in a given text.
I can put events from a text in a sequential order.
I know that people sometimes try to persuade me by using name-calling, by telling me that everyone else is doing something, by telling me how good something is, or by using words that make their opinion or action sound like a good idea.

8. “I Can” Communication
I can describe the meaning of “oral presentation”.
I can use the correct voice level in different settings (informal/formal situations).
I can put my ideas in order for an oral presentation.
I can respond to text in different ways (choral reading, discussions, dramatization, oral presentations, and personal experiences).
I can memorize and retell a passage that the teacher has assigned or I have chosen myself.
I can write and give a presentation using pictures, graphics, or props.
I can identify the best summary of a speech.
I can identify the audience for a speech.
I can identify the purpose of a speech.
I can be an active listener by making eye contact, facing the speaker, and using appropriate facial expressions.
I can give directions with many steps.
I can ask questions about a speech.
I can retell what was said.
I can have a polite conversation.

9. “I Can” Media
I can recall prior knowledge to write and present information.
I can use print and non-print materials to compose a report.
I can create reports by using types of media.
I can list effects of media on my everyday life.
I can write the functions of media such as entertainment, persuasion, communication, and information.
I can state the main idea of a picture.
I can interpret the mood of a visual image.
I can explain information by using a variety of media.
I can plan a report by using media in the computer lab or library.
I can use different types of media to read and view text.

10. “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.

11. “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.

12. “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).

13. “I Can” Skills (Text pgs. 674-677; 700-703)
I can compare and contrast events and characters using evidence cited from print and non-print text(s).
OPTIONAL: I can compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.
I can recognize root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.
I can expand understanding and use of root words, prefixes, and suffixes to decode words.
I can distinguishing between fact/opinion and reality/fiction.
I can determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.

14. “I Can” Skills (Text pgs. 726-729)
I can use the sequence of events in a story to help me check for understanding.
I can predict and determine the sequence of events in a story including possible problems and solutions.
I can identify the sequence of events in fiction and non-fiction selections.
I can preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
I can organize prior knowledge using a variety of strategies (e.g., webbing, mapping, and brainstorming).
I can relate text to prior personal and historical experiences as well as previously read print and non-print media.