1 / 10

“I Can” Learning Targets

“I Can” Learning Targets. 4 th English/Writing 5th Six Weeks. 5 th Six Weeks. English Skills: Unit 6. Writing: Unit 12. 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.

marvel
Télécharger la présentation

“I Can” Learning Targets

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


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

  2. 5th Six Weeks English Skills: • Unit 6 Writing: • Unit 12

  3. 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.

  4. “I Can”Unit 6 • I can combine simple sentences into compound sentences. • I can form and spell contractions, plurals, and possessives. • I can identify compound words, contractions, and common abbreviations. • I can ID/use pronouns that are used as the subject, object, or to show possession. • I can ID/use pronouns that are singular and plural and that agree with the word they replace (antecedent).

  5. “I Can”Unit 12 • I can use clues in the sentence and the prefixes and suffixes added to root words to help me determine the meaning of unfamiliar words. • I can ID/use pronouns that are used as the subject, object, or to show possession. • I can ID/use pronouns that are singular and plural and that agree with the word they replace (antecedent). Address “Writing” on slides 6-8 and “Communication” on slides 9-10 as appropriate.

  6. “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).

  7. “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.

  8. “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.

  9. “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.

  10. “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.

More Related