“I Can” Learning Targets 4th Grade Reading 4th Six Weeks Important Note: Slide 1 Cover slide Slide 2 Pacing Guide Slide 3-8 Literature (Skills to be covered throughout the year. All of these skills will not be addressed in one six wks. Slide 9-11 Writing (Incorporate where appropriate.) Slide “I Can” Learning Targets for skill pages in text 1

4th Six Weeks Pacing Guide Six WeeksLiteratureSkills 4 th (Six Weeks Ends2/21) Guiding Question: Is there an explanation for everything? Poetry Collection pg. 508; TCAP Review/Re-teach The Houdini BoxCompare and Contrast/Predict So You Want to Be an IllusionistSynonyms and Antonyms Encantado: Pink Dolphin of the AmazonCompare and Contrast/Visualize Mysterious AnimalsMultiple-Meaning Words The King in the KitchenCharacter and Setting/Monitor and Fix Up A Man for All Seasonings/A Confectioner/ExpertDictionary and Glossary Seeker of KnowledgeGraphic Sources/Ask Questions Word PuzzlesGreek and Latin Roots 2

“I Can” Literature, Part I GLE 8.1  I can describe the meaning of…  “making an inference”  “compare”  “contrast”  “author’s purpose”  I can give my opinion about what I read.  I can use different pre-reading strategies (based on what I already know, study important words, and I can relate what I read to past and current events).  I can determine how a problem in a story is connected to its solution/conclusion.  I can understand what I have read.  I can learn new words by listening to literature, participating in discussions, and reading the books I choose.  I can understand that literature comes from different cultures.  I can identify author’s purpose. (to entertain, to inform, to persuade, and to share feelings)  I can identify and describe a characters actions, motives, and appearances.  I can find the problem and solution in a story and I can think of other possible solutions.  I can sequence the events of a story from beginning to end.  I can compare and contrast different versions of the same story that is set in different cultures.  I can make predictions about what I read.  I can make inferences and draw conclusions based on information I read. GLE 8.2  I can read smoothly without stopping, pausing, or repeating words as I read from different kinds of texts like poetry, drama, current events, or novels. 3

“I Can” Literature, Part II GLE 8.3  I can describe the meaning of…  “fable”  “genre”.  I can read different genres. (poetry, novels, short stories, plays, historical fiction, and nonfiction).  I can understand first person point of view.  I can identify different types of things to read (poems, plays, and novels).  I can understand the theme of a story.  I can identify different plot features of fairy tales, folk tales, fables, and myths. GLE 8.4  I can describe the meaning of…  “alliteration”  “metaphor”  “simile”  I can identify sound devices in poetry. (alliteration, rhythm, rhyme, repetition, and onomatopoeia)  I can identify and understand figurative language. (imagery, simile, metaphor, personification, and hyperbole) 4

“I Can” Informational Text, Part I (ex. Expository Nonfiction, Articles, etc.) GLE 6.1  I can make an inference.  I can identify author’s purpose.  I can make predictions.  I can draw conclusions.  I can find information that supports my opinions.  I can prepare to read by using a graphic organizer to organize information I already know.  I can get information by reading a chart, map, or timeline.  I can understand what I read.  I can understand different ways to get information (e.g. autobiographies, letters, diaries, Internet sites).  I can prepare to read by exploring important words  I can give my opinion, make inferences, and draw conclusions based on what I read.  I can name the main idea and supporting details from what I read.  I can relate things I know to things I read.  I can ask myself questions about a story before I read, while I am reading, and after I read. 5

“I Can” Informational Text, Part II (ex. Expository Nonfiction, Articles, etc.) GLE 6.2  I can describe the meaning of…  index  caption  I can follow instructions with more than one step (a scavenger hunt or building a model).  I can use a chapter title, glossary, and index.  I can put instructions in sequential order.  I can understand the sequence of events that I have read.  I can use headings, key words, graphics, captions, and side bars.  I can use a title, title page, and table of contents. 6

“I Can” Logic and Reasoning in Reading  I can describe the meaning of…  “making inferences”  “prediction”  “drawing conclusions”  “analogy”  I can make predictions while reading, viewing or listening.  I can find the problem in a story.  I can find the solution to the problem in the story.  I can find more than one solution to the problem in a story.  I can use synonyms and antonyms to solve analogies.  I can make inferences to draw conclusions about something I read.  I can put events in order as they happen. 7

“I Can” Poetry/Plays (use as appropriate with pages )  I can read smoothly without stopping, pausing, or repeating words as I read from different kinds of texts like poetry, drama, current events, or novels.  I can read different genres. (poetry, novels, short stories, plays, historical fiction, and nonfiction)  I can identify different types of things to read (poems, plays, and novels).  I can describe the meaning of…  alliteration  Metaphor  simile  I can identify sound devices in poetry. (alliteration, rhythm, rhyme, repetition, and onomatopoeia)  I can identify and understand figurative language. (imagery, simile, metaphor, personification, and hyperbole ) 8

“I Can” Writing, slide 1 of 3 (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).

“I Can” Writing, Slide 2 of 3 (CFUs, part I)  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.

“I Can” Writing, Slide 3 of 3 (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.

“I Can” Skills (Text pgs , , )  I can predict what is going to happen in something I am reading.  I can compare in writing two persons or things.  I can compare and contrast different versions/representations of the same stories/events that reflect different cultures. (Note: Resources beyond the adopted text may be necessary.)  I can use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words.  I can define and recognize synonyms, antonyms, and homonyms.  I can select appropriate antonyms, synonyms, and homonyms within context.  I can identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.  I can identify characters, setting, and plot in a passage.  I can use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars). 12

“I Can” Skills (Text pgs )  Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars)  Use headings, graphics, and captions to make meaning from text.  Use available text features (e.g., graphics and illustrations) to make meaning from text.  Use a variety of pre-reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).  Use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words. 13