What are My Goals for Quarter 2? Common Core- I Can Statements:

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1 What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual evidence. I can define inference. I can formulate answers to literal and inferential questions and support my response with explicit textual evidence. I can identify main ideas and supporting details to explain information in a text. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of text. I can define theme and central idea. I can write a summary. I can determine a theme or central idea. I can support a theme or central idea using details. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. I can define figurative language and connotation. I can determine the meaning of words by using context clues. I can analyze figurative language. I can analyze connotative meaning. I can analyze the impact of a specific word choice on the meaning and tone. RL.6.7 RL Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. By the end of the year, read and comprehend literature including: stories, dramas, and poems within the 6-8 complexity band (950L to 1150L). I can compare and contrast text presented in a variety of ways. I can describe sensory details in my comparison. I can choose appropriate reading for my grade level. I can read fluently appropriate leveled reading material. I can identify a variety of nonfictional genres.

2 Informational Text RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual evidence. I can define inference. I can formulate answers to literal and inferential questions and support my response with explicit textual evidence. I can identify main ideas and supporting details to explain information in a text. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g. through examples or anecdotes). I can analyze how individuals, events or ideas from a text are introduced. I can analyze how individuals, events or ideas from a text are illustrated. I can analyze how individuals, events or ideas from a text are elaborated. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas I can identify the overall structure of a text. I can explain how a particular sentence, paragraph, chapter or section fit into the overall structure of a text. I can explain how a particular sentence, paragraph, chapter or section fit contributes to the development of ideas. RI.6.6 Determine an author s point of view or purpose in a text and explain how it is conveyed in a text I can identify the author s point of view. I can identify the author s purpose. I can explain how the author s point of view or purpose is conveyed in the text. RI.6.9 RI Compare and contrast one author s presentation of events with that of another (e.g. a memoir written by and a biography on the same person). By the end of the year, read and comprehend nonfiction within the 6-8 complexity band (950L to 1150L). I can compare and contrast the same events presented by different authors. I can analyze important details on the same event. I can choose appropriate reading for my grade level. I can read fluently appropriate leveled reading materiel. I can identify a variety of nonfiction subgenres.

3 Writing W.6.2 W.6.2.A, B, C, D,E, F W.6.3 W.6.3.A, B, C, D, E Write informational/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection. A. Introduce a topic; organize ideas using strategies such as definition, classification, compare/contrast, and cause and effect. B. Develop the topic with relevant facts, definitions, concrete details, quotations, and other information. C. Use appropriate transitions to clarify relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform or explain about a topic E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from the information or explanation presented. Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and wellstructured event sequences. A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one I can write an informational paper. I can create a topic/thesis statement for an informational paper. I can organize an informational paper using a variety of text structures (problem/solution, cause/effect, compare/contrast, etc). I can develop a topic by identifying and applying relevant evidence using credible sources. I can use appropriate transitions to clarify relationships among ideas and concepts. I can use precise language and domainspecific vocabulary to inform or explain a topic. I can establish and maintain a formal style in an informational paper. I can develop a sound concluding statement for a section or paper that supports the information presented. I can write a narrative paper using real or imagined experiences. I can identify and apply effective techniques for writing a narrative like descriptive details and well-structured plot. I can introduce a narrator. I can choose and apply appropriate point of view for narrative. I can naturally and logically organize a plot for narrative. I can include appropriate dialogue, pacing, and description to develop experiences, events, and/or characters. I can use a variety of transition words, phrases, clauses to logically sequence plot and signal shifts from one time frame to another.

4 W.6.10 time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E. Provide a conclusion that follows from the narrated experience or events. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. I can determine and apply precise words, phrases, and sensory language to convey a clear experience and event in a narrative. I can write routinely in a variety of settings. I can write for a variety of audiences, discipline-specific tasks, purposes. W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. I can write clearly and coherently using sound organization, development, and style appropriate to a specific task, purpose, audience. W.6.5 W.6.7 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. I can brainstorm for writing. I can revise any form of writing. I can edit using appropriate rules of grammar and English conventions. I can rewrite or try a new approach to a variety of writing. I can work collaboratively with peers and adults to develop and strengthen writing skills. I can conduct short research projects by answering a question. I can locate and analyze several sources focusing on the inquiry of the research. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. I can gather relevant information from multiple print and digital sources. I can evaluate the credibility of each source. I can quote or paraphrase data and conclusions. I can recognize the difference between quoting/paraphrasing and plagiarism.

5 W.6.9 W6.9B Draw evidence from literary information or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to literary nonfiction (e.g. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). I can choose evidence that appropriately and accurately support analysis, reflection, and research. I can apply grade 6 reading standards to literary nonfiction. I can trace and evaluate arguments and specific claims in text. I can distinguish claims that are supported by reasons and evidence from those that are not.

6 Speaking SL.6.1.A SL.6.1.B Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. I can come to discussion prepared by having read or studied necessary material. I can explicitly demonstrate preparation by citing text, referring to topic, or reflecting on ideas under discussion. I can follow the rules for a collegial discussion. I can help develop specific goals and deadlines. I can define and apply knowledge of individual roles as needed.

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