1.
Students will be able to read grade-level
literary texts with fluency and understanding.
o
I can
independently identify plot structure (exposition, rising action, climax,
falling action, resolution/denouement) in grade-level literary texts.
o
I can identify,
describe, and make logical predictions about character, setting,
problem/solution, and plots/subplots as appropriate to the text.
o
I can identify
significant changes in character and relationships over time in a literary
work.
o
I can summarize
the plot of literary works, including short stories, novels, dramas, and
epistles.
o
I can paraphrase
key ideas with major events sequenced.
o
I can explain and
support logical predictions and logical outcomes.
o
I can draw
conclusions based on interactions between characters and the evolving plot.
o
I can examine
characterization in terms of motivations, interactions, and relationships.
o
I can cite the
thoughts, words, and actions that reveal character traits, motivations, or
changes over time.
o
I can make
inferences about the relationship among elements within a text, such as the
interactions of plots/subplots.
o
I can explain how
an author’s style is evident and affects the reader’s interpretation.
o
I can identify
the author’s purpose (such as to entertain, to inform, to persuade).
o
I can identify
and explain the significance of universal themes.
o
I can demonstrate
knowledge of the use of the following literary elements in a given text:
symbolism, analogy, allusion, diction, syntax, and use of punctuation.
2.
Students will be able to read grade-level
informational texts with fluency and understanding.
o
I can obtain
information from the following text features: transition words/phrases,
transitional devices, the use of white space, headings, subheadings, charts,
and graphs.
o
I can use
information from informational texts to answer questions.
o
I can explain
visual components supporting an informational text.
o
I can interpret
tables and diagrams.
o
I can use an
appropriate graphic organizer (main/central ideas and supporting details,
compare/contrast, outline, mapping) to organize information to show
understanding or relationships among facts, ideas, and events.
o
I can explain
connections within a text, across texts, and to related ideas.
o
I can synthesize
information within and across texts through constructing appropriate titles and
formulating assertions or controlling ideas.
o
I can use
supporting evidence to form and evaluate opinions/judgments and assertions
about relevant central ideas.
o
I can evaluate
possible bias/propaganda.
o
I can make
inferences about causes and/or effects.
o
I can evaluate
the clarity and accuracy of information in terms of the logic of arguments.
3.
Students will be able to identify new
vocabulary and incorporate it into their speaking and writing.
o
I can use prior
knowledge of word structure (prefixes, common roots, word origins) as
strategies to unlock meaning.
o
I can use context
clues to unlock meaning.
o
I can use
resources including dictionaries, glossaries, and thesauruses to determine
definition, pronunciation, etymology, and word usage.
o
I can identify
shades of meaning, idioms, word origins, and word origins (including dialects
and words from other languages that have been incorporated into standard English).
o
I can select
appropriate words.
o
I can explain the
use of words in context including: connotation, denotation, shades of meaning,
nuances, and idioms.
o
I can use
content-specific vocabulary, technical vocabulary, and words with multiple
meanings correctly in a given context.
4.
Students will be able to use an appropriate
writing process.
o
I can generate
ideas using a brainstorm list or graphic organizer.
o
I can plan a
structure and order to my final piece before writing.
o
I can focus a
writing piece on a specific topic.
o
I can effectively
use the writing process with all of the following: persuasive essays, personal
narratives, analytical responses to texts, poems, fictional stories, and
letters.
o
I can revise and
rewrite a piece.
o
I can edit my
writing to meet the rules of standard English usage (capitalization,
consistency of verb tense, irregular forms of verbs/nouns, pronoun referent,
subject verb agreement, colons and semi-colons).
o
I can use phrases
and clauses to vary sentence length and structure and enhance meaning.
5.
Students will be able to write in response to
Literary and Informational Texts.
o
I can select and
summarize key ideas to set a context appropriate to my audience.
o
I can use
relevant ideas or themes to connect a text to prior knowledge, other texts, and
the broader world of ideas.
o
I can use my own
interpretive thoughts to create a thesis when responding to a given prompt.
o
I can make
inferences about the relationships among content, events, characters, setting,
theme, and author’s craft.
o
I can make links
to author’s word choice, style, bias, literary techniques, and point of view.
o
I can identify
characteristics of literary forms and genres.
o
I can use
specific details from a text or relevant citations to support thesis, interpretations,
and conclusions.
o
I can organize
ideas, use transitional words/phrases, and draw a conclusion by synthesizing
information.
6.
Students will be able to independently write a
Reflective Essay.
o
I can engage the
reader by establishing a context and purpose.
o
I can reflect on
my personal learning and growth in a variety of areas.
o
I can develop a
commonplace, concrete occasion as the basis for a reflection.
o
I can use an
appropriate organizational structure that allows for a progression of ideas to
develop.
o
I can use the
following elaboration techniques: questioning, connecting, analyzing,
interpreting, and describing.
o
I can write a
conclusion that leaves the reader with something to think about.
7.
Students will be able to write Informational
Writing pieces, including Reports, Procedures, and Persuasive Writing.
o
I can use the
following text structures appropriate to focus/controlling idea or thesis: proposition/support,
problem/solution, investigation, and deductive/inductive reasoning.
o
I can select appropriate
and relevant information to set context.
o
I can identify
and exclude extraneous details.
o
I can establish a
topic and state/maintain a focus/controlling idea/thesis.
o
I can write with
a sense of audience, when appropriate, and establish and authoritative voice.
o
I can use precise
language that clarifies and supports my intent.
o
I can include
facts and details relevant to my focus/controlling idea/thesis, intentionally
excluding extraneous information.
o
I can include
sufficient details or facts for appropriate depth of information: name,
describe, explain, compre/contrast, use visual images to support intended
purpose.
o
I can anticipate
and address potential problems, mistakes, or misunderstandings that might arise
for readers.
o
I can comment on
the significance of the information in a report throughout the piece.
o
I can comment on
the significance of the information in procedures or persuasive writing as
appropriate.
8.
Students will be able to participate in class
discussions by speaking purposefully and articulately and by listening
actively.
o
I can comfortably
voice my ideas and opinions in class discussions.
o
I can convey my
intended message through speaking.
o
I can actively
listen to my classmates’ ideas and opinions and provide thoughtful feedback.
o
I can rephrase
something said by my teacher or classmates during a discussion.
o
I can work
collaboratively in small groups.
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