English Skills: Unit 7 TCAP REVIEW Project-Based Learning Writing: Unit 13 TCAP REVIEW Project-Based Learning
Ongoing/Year-Long Skills I can spell words that I use and read often or are tricky to spell. I can write in print and cursive so that others can read what I write. I can use correct page format (paragraphs, margins, indentations, titles). I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters. I can end my sentence with the correct punctuation.
“I Can” Unit 7 I can I can ID/use adverbs that compare. I can ID/use adverbs too and very to tell how much or to what degree. I can write a contraction. I can recognize when troublesome words are used incorrectly. (e.g., double negatives) I can ID/use prepositions. I can ID/use place a prepositional phrase correctly in a sentence. I can ID/use reflexive pronouns. That means I can use a pronoun in the same sentence or part of a sentence as the noun it replaces. (ex. Jane watched herself on video.) Note: Embed the writing SPIs and CFUs with Unit 12 when possible. (last 3 slides)
Unit 13 I can write for different people and different reasons (entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, and acquire knowledge). I can construct an outline with main ideas and supporting details. I can use other words I read to help me figure out the meaning of a new word. I can describe the meaning of “prompt”. I can write to respond to a narrative prompt. I can write to respond to a descriptive prompt. I can write within a given time limit. I can write poems, stories, and essays based upon personal reflections, observations, and experiences. 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. Note: Embed the writing SPIs and CFUs with Unit 12 when possible. (next 3 slides)
“I Can” Writing, Part I (SPIs) 6 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.
“I Can” Writing, Part II (CFUs) 7 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.
“I Can” Writing, Part III (CFUs, cont’d) 8 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).