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Sarah Peterson Amy von Barnes Making “I Can” Statements Easy Supporting Learners – Week 1.

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Presentation on theme: "Sarah Peterson Amy von Barnes Making “I Can” Statements Easy Supporting Learners – Week 1."— Presentation transcript:

1 Sarah Peterson Amy von Barnes Making “I Can” Statements Easy Supporting Learners – Week 1

2 Our purpose… To provide you with tools, opportunity to practice, and support for stretching learning targets to include language.

3 Today’s Learning Target I can write a stretched learning target using the recipe and other supports.

4 C.A.S.E. Please feel free to Copy And Steal Everything

5 Stretching your target… Learning targets tell students what they will know. Including language in your target tells students how they will accomplish this.

6 Quick Example - Stretched Learning Target  MN Standard Grade 3 LA: Text Types and Purposes Write opinion pieces on topics or texts supporting a point of view with reasons. b. Provide reasons that support the opinion.  District #112 Learning Target (from L Drive): LT b. I can write my opinion about my topic.  Stretched learning target example (topic - bus rules): I can explain my opinion about bus rules using sentence frames in a short paragraph. I think _____ because … In my opinion _____ because… I believe _____ because… I feel that _____ because…

7 Steps for Lesson Planning 1. Start with your standard (MN, District 112, Common Core, etc) 2. Use the recipe and write a stretched learning target. This includes both language and what students are going to know or be able to do. 3. Consider what extra tools and experiences will help students accomplish the stretched learning target. This includes support for language. 4. Also keep in mind which language domain your target addresses: reading, writing, listening, speaking. 5. Display your stretched learning target in kid friendly language so you can refer to it throughout your lesson.

8 Recipe for Stretched Learning Targets: 1.Take your learning target. 2.Pull out the skill needed to achieve target. 3.Select the language needed to complete skill. 4.Add the support required to perform skill. 5.Display in kid friendly language.

9 1.Take your learning target. For example… 4 th Grade District #112 Learning Target/I Can Statement from L Drive: LT b. I can give specific details from a story or drama to describe the setting. * We will use this same target for the next several slides. The Recipe – Step 1

10 2. Pull out skill needed to achieve target. Skills include but are not limited to: identify, describe, classify, sequence, cause/effect, compare/contrast, summarize, evaluate, predict, infer, etc. Recipe Builder for Stretched Learning Targets (RB chart) provides examples of language skills. 4 th Grade District #112 Learning Target/I Can Statement from L Drive: LT b. I can give specific details from a story or drama to describe the setting. The skill for the learning target is describe. The Recipe – Step 2

11 3. Select the language needed to complete skill. This includes: question words, past tense, adjectives, prepositions, adverbs, sequence words, etc. See RB chart for definition of the skill - describe: describe means to explain, give direction, or present details See RB chart for language that is needed to complete the skill: descriptive adjectives and prepositions 4 th Grade District #112 Learning Target/I Can Statement from L Drive: LT b. I can give specific details from a story or drama to describe the setting. The Recipe – Step 3.

12 4. Add support required to perform skill. Determine how will students show that they have met the target. Use RB Chart and select support. Vary the domains: reading, writing, speaking, listening. 4 th Grade District #112 Learning Target/I Can Statement from L Drive: LT b. I can give specific details from a story or drama to describe the setting. We will use word banks as our support to help students describe. The Recipe – Step 4. Prepositions: next to, above, around, over, behind, beside Descriptive Adjectives: rainy, hot, damp, humid, wet, green, lush

13 5. Display stretched learning target in kid friendly language. Learning Target: 4 th Grade District #112 Learning Target/I Can Statement from L Drive: LT b. I can give specific details from a story or drama to describe the setting. Stretched Learning Target: I can highlight specific details that describe the setting using a word bank. We took out words that were unnecessary for our lesson, like drama. Note that the domain we chose to focus on was reading. The Recipe – Step 5.

14 Let’s Practice Together  Here is the standard: MN Standard Grade 1 LA: Key Ideas and Details Retell stories including key details and demonstrate understanding of their central message or lesson.

15 1.Take your learning target. 1 st Grade District #112 Learning Target/I Can Statement from L Drive: LT a. I can retell the main events of a story in order and include key details. The Recipe – Step 1

16 2. Pull out skill needed to achieve target. Skills include: identify, describe, classify, sequence, cause/effect, compare/contrast, summarize, evaluate, predict, infer, etc. Refer to RB Chart to see examples of skills. 1 st Grade District #112 Learning Target/I Can Statement: LT a. I can retell the main events of a story in order and include key details. The skill for the learning target is sequencing. The Recipe – Step 2

17 3. Select the language needed to complete skill. This includes but is not limited to: question words, past tense, adjectives, prepositions, adverbs, sequence words, etc. What is our skill? See RB chart for language that is needed to complete the skill. What language will help students? Students need sequence words. 1 st Grade District #112 Learning Target/I Can Statement from L Drive: LT a. I can retell the main events of a story in order and include key details. The Recipe – Step 3. Sequencing.

18 4. Add support required to perform skill. Determine how will students show that they have met the target. Vary the domains: reading, writing, speaking, listening. Use RB chart and select support. What supports could we use? 1 st Grade District #112 Learning Target/I Can Statement from L Drive: LT a. I can retell the main events of a story in order and include key details. The Recipe – Step 4.

19 4. Continued… Supports could be.. a word bank sentence frames a graphic organizer any others.. Story events: First.. Second.. After that.. Finally… Sequence words: first second third fourth fifth then next in addition after that finally last Sentence Frames: The first event was… Second, the main character… Then_____ happened because… The next event that took place was… After that… because… Finally…

20 5. Display stretched learning target in kid friendly language. Learning Target: 1 st Grade District #112 Learning Target/I Can Statement from L Drive: LT a. I can retell the main events of a story in order and include key details. What could we write for a stretched learning target? Pair share and then group share.. Possible Stretched Learning Target: I can retell the main events in order using a graphic organizer with a small group. Note that the domain in this one was speaking, though students were writing as well within the graphic organizer. The Recipe – Step 5.

21 Group Practice  You will see grade level learning targets posted around the room.  With your small group apply the recipe and write a stretched learning target.  We will do a gallery walk when everyone is finished.  Challenge.. if you have time, write a second stretched learning target that requires a different domain (reading, writing, listening, speaking).

22 Your Turn  Take the learning target you will be teaching before we meet next time (classroom teachers use LA learning targets, specialist teachers use learning targets from your discipline).  Enter your learning target in Google docs if you have not done so already.  Apply the recipe to stretch the learning target to include language components as we practiced (skill, language, and support). Use your RB chart as a resource.  Enter your stretched learning target in Google docs.  Now use this stretched learning target as you plan and teach your lesson before we meet again. We will share experiences next week.

23 Finally  Questions  Exit tickets:  On a post-it note tell us what worked for you  On a post-it note tell us where you need help Use us as a resource… Amy von Barnes Sarah Peterson

24 Resources:  Resource for Sentence Frames: contains many examples of sentence frames  Go to site  Click on Sentence Frames (Under “Related Files” go to “Sentence Frames”

25 Glossary:  Stretched learning target: a learning target that is stretched to include a language component and what supports are needed to help students  Support: what you provide students to help them successfully achieve the stretched learning target (see chart)  Sentence frames: a support that provides students with a structure they can use to start sentences when writing or speaking.  Word bank: a support that provides students with key words that will help them meet their learning targets


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