“I Can” Learning Targets

1. “I Can” Learning Targets Important Note: Slide 1 Cover slide Slide 2 Pacing GuideSlide 3-8 Literature (Skills to be covered throughout the year. All of these skills will not be addressed in one six wks. Slide 9-10 “I Can” Learning Targets for skill pages in text 4th Grade Reading 3rd Six Weeks

2. 3rd Six Weeks Pacing Guide

3. “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.

4. “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)

5. “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.

6. “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.

7. “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.

8. “I Can”Poetry/Plays(use as appropriate with pages 384-387) • 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)

9. “I Can” Skills (Text pgs. 292-294, 314-316, 338-340) • I can describe the meaning of… • Details • Facts • Prediction • I can distinguish fact from opinion and cause from effect and fantasy from reality. • I can prepare to read by using a graphic organizer to organize information I already know. • I can use graphic organizers (listing, clustering, story maps, webs, outlines). • I can describe the meaning of homonyms. • I can recognize synonyms, antonyms, and homonyms. • I can use clues in the sentence and the prefixes and suffixes added to root words to help me determine the meaning of unfamiliar words. • I can use context clues to help me determine the meaning of new words. • I can use text features such as graphics and illustrations to help me understand what I am reading. • I can make predictions while reading, viewing or listening. • I can ID/use nouns that are singular/plural, common/proper, or possessive. • I can ID/use the correct past, present and future tense of a verb.

10. “I Can” Skills (Text pgs. 360-362) • I can determine the problem in a story, discover its solution, and think of a different way to solve the problem. • I can use clues in the sentence and the prefixes and suffixes added to root words to help me determine the meaning of unfamiliar words.