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

4th Six Weeks English Skills: Unit 5 Writing: Unit 8 REVIEW – Be sure to cover appropriate standards for Writing prior to the TN Writing Assessment. A partial list of essential “I can” statements has been highlighted in red on this PowerPoint. Unit 11 Note: For your convenience, the SPIs and CFUs for Writing have been included on slides 7-9 .

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 5 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 recognize and edit incomplete sentences and run-on sentences. I can ID/use common and proper adjectives. I can ID/use common and proper nouns. I can combine sentences and thoughts into compound sentences, sentences joined with a semicolon, or into sentences that have more than one subject or verb. I can make my sentences more interesting by using introductory phrases or clauses. I can use semicolons, apostrophes, quotation marks, and commas in a direct address, items in a series, following introductory words, in dates and addresses, in quotations, in parts of a letter, and before coordinating conjunctions in compound sentences. I can ID/use interjections. I can use quotation marks along with capitals and end marks in a written conversation. I can abbreviate or shorten a word by using an apostrophe to show where letters are left out.

“I Can” Unit 8 Review I can write a paragraph that has a topic sentence, supporting details, and a conclusion. I can write my paragraphs in sequential order. I can give my writing a good title. I can revise my writing to make my ideas more clear. I can use the Tennessee Writing Assessment rubric to evaluate my own writing and the writing of others. I can use correct page format, paragraphs, margins, indentations, titles. I can use the writing process: prewriting, drafting, revising, editing/proofing, evaluating, and publishing. I can write within a given time limit. I can write to respond to a narrative prompt. I can describe the meaning of… figurative language main idea prompt I can pick a topic to write about. I can use graphic organizers (listing, clustering, story maps, webs). I can choose the best supporting sentence in a paragraph. I can write my sentences differently to make them more interesting to the reader (syntactic variety). I can write using vivid and figurative language. I can write using time-order and transitional words.

Unit 11 I can describe the meaning of “reference sources”. I can pick a research topic. I can use technology to do research. I can use technology to communicate. I can tell the difference between information available from different reference sources (e.g., interviews, encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers). I can use the information available from different reference sources. I can describe the meaning of “citation”. I can record information for research from three different sources, at least one of which must be a print source. I can use a graphic organizer to organize information. I can identify what is and what is not needed in a citation. I can decide if a source is reliable. I can take notes that include important ideas (paraphrasing, and summaries). I can cite sources including the title, author, and page number. I can write a research report using and citing three or more sources.

“I Can” Writing, Part I (SPIs) 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) 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) 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).