ELA I CAN (Revised 2023-2024)

Updated April 2020

• I can use correct conventions when writing.

• I can develop print awareness in the reading process.

• I can develop phonemic awareness in the reading process.

• I can produce and distinguish between words that rhyme from words that do not rhyme.

• I can read high-frequency words. • I can develop phonics skills for the reading process.

• I can read appropriate grade level texts with purpose and understanding.

• I can comprehend in response to read-alouds.

• I can identify story elements within a fiction text in response to a read-aloud.

• I can compose a well-developed writing through a complete sentence with correct conventions.

• I can listen for a purpose.

• I can effectively communicate (speak) in a whole group and small group setting.

First Grade Communication Arts

“I Can” Statements - Updated Spring of 2020

1^st Quarter

Word Study:

• I can spell words using regular spelling patterns
• I can spell words phonetically using phonemic awareness

Phonemic Awareness

• I can produce and identify sounds and syllables in spoken words
• I can tell the difference between long and short vowel sounds
• I can recognize the change in a spoken word when a specific phoneme is added, changed, or removed
• I can blend spoken phonemes to make 1- or 2- syllable words including consonant blends
• I can break apart words of 3 to 5 sounds into each sound

Phonics

• I can decode words in context by using letter-sound knowledge
• I can identify letter for the spelling of short and long vowels
• I can produce consonant blends and digraphs
• I can combine sounds from letters and common spelling patterns to create and decode recognizable words
• I can use syllable patterns to decode words
• I can read irregularly spelled and high-frequency words
• I can read root words with inflectional endings
• I can read contractions and compound words
• I can show decoding skills when reading

Reading: Fiction

• I can recognize and tell the Story Details of a fiction/fake story: Character, Setting, Problem, and Solution

• I can recognize beginning, middle, and end tell the events of a story in a logical order
• I can tell the main idea of a story
• I can talk about the phrases used many times in a text and why they are used

• I can recognize who is telling the story
• I can talk about the actions of the main character and the way they were done
• I can orally read appropriate grade-level texts with fluency (accuracy, rate, expression, and phrasing) with purpose to support comprehension
• I can use context to confirm or self-correct word recognition and understanding, rereading as necessary

Reading Comprehension: Fiction

• I can predict what will happen next using prior knowledge.
• I can ask and respond to relevant questions.
• I can seek clarification and locate facts and details about stories and other texts.
• I can retell main ideas in sequence including key details.
• I can monitor comprehension and make corrections or adjustments when that understanding doesn’t make sense.
• I can engage with and read text that is developmentally appropriate.
• I can show evidence of reading. (Reading response journals, comprehension activities, running records and DRA2)

Writing: (Pre-Writing)

• I can write capital/lowercase letters.
• I can use the articles a, and, and the in sentences
• I can make a plan by brainstorming and writing down ideas.
• I can recognize that sentences are comprised of words separated by spaces
• I can recognize the distinguishing features (first word, capital letters, end marks) in a sentence

Speaking and Listening:

• I can follow classroom rules
• I can build on others’ talk in conversation by responding to the comments of others
• I can take turns speaking, according to classroom expectations

• I can follow written 2-step directions with picture clues to assist with understanding
• I can confirm comprehension of read-alouds and other media by retelling and asking appropriate questions
• I can talk about a topic of my choice using a prop or picture
• I can use complete sentences when talking to others and get louder or softer with my voice as needed

 

 

2^nd Quarter

• I can use nouns and action verbs that show past, present, and the future
• I can identify words that name actions (verbs) or nouns
• I can sort words by concept
• I can use end punctuation (.  !   ?)
• I can use commas in a date or to separate a list of words in a sentence

Word Study:

• I can spell words using regular spelling patterns
• I can spell words phonetically using phonemic awareness
• I can put words in ABC order to the first letter

Phonemic Awareness

• I can produce and identify sounds and syllables in spoken words
• I can tell the difference between long and short vowel sounds
• I can recognize the change in a spoken word when a specific phoneme is added, changed, or removed
• I can blend spoken phonemes to make 1- or 2- syllable words including consonant blends
• I can break apart words of 3 to 5 sounds into each sound
• I can recognize that compound words are made up of shorter words

Phonics

• I can decode words in context by using letter-sound knowledge
• I can identify letter for the spelling of short and long vowels
• I can produce consonant blends and digraphs
• I can combine sounds from letters and common spelling patterns to create and decode recognizable words
• I can use syllable patterns to decode words
• I can read irregularly spelled and high-frequency words
• I can read root words with inflectional endings
• I can read contractions and compound words
• I can show decoding skills when reading

Reading: Fiction

• I can recognize and tell the Story Details of a fiction/fake story: Character, Setting, Problem, and Solution

• I can recognize beginning, middle, and end tell the events of a story in a logical order
• I can tell the main idea of a story
• I can tell details from the text that talk about our 5 senses
• I can talk about the phrases used many times in a text and why they are used

• I can recognize who is telling the story
• I can talk about the actions of the main character and the whey they were done
• I can tell how the characters’ experiences are the same and how they are different
• I can orally read appropriate grade-level texts with fluency (accuracy, rate, expression, and phrasing) with purpose to support comprehension
• I can use context to confirm or self-correct word recognition and understanding, rereading as necessary

Reading Comprehension: Fiction

• I can predict what will happen next using prior knowledge.
• I can ask and respond to relevant questions.
• I can seek clarification and locate facts and details about stories and other texts.
• I can retell main ideas in sequence including key details.
• I can monitor comprehension and make corrections or adjustments when that understanding doesn’t make sense.
• I can engage with and read text that is developmentally appropriate.
• I can show evidence of reading. (Reading response journals, comprehension activities, running records and DRA2)

 

 

Reading: Non-fiction

• I can use text features to restate the main idea
• I can talk about the facts and details using text features
• I can talk about the facts that come from the text and the facts that come from the print
• I can use the text features to find information
• I can talk about the difference between fiction and non-fiction
• I can ask and answer questions to help me understand
• I can identify the main idea and the details that talk about it
• I can tell how two people are connected
• I can tell how texts are the same and how they are different

Writing:

• I can use the articles a, and, and the in sentences
• I can make a plan by brainstorming and writing down ideas.
• I can put my ideas into sentences and stay on topic
• I can write an opinion

Speaking and Listening:

• I can follow classroom rules
• Build on others’ talk in conversation by responding to the comments of others
• I can take turns speaking, according to classroom expectations

• I can follow written 2-step directions with picture clues to assist with understanding
• I can confirm comprehension of read-alouds and other media by retelling and asking appropriate questions
• I can talk about a topic of my choice using a prop or picture
• I can use complete sentences when talking to others and get louder or softer with my voice as needed

   

3rd Quarter

Word Study:

• I can spell words using regular spelling patterns
• I can spell words phonetically using phonemic awareness
• I can put words in ABC order to the first letter

Phonemic Awareness

• I can produce and identify sounds and syllables in spoken words
• I can tell the difference between long and short vowel sounds
• I can recognize the change in a spoken word when a specific phoneme is added, changed, or removed
• I can blend spoken phonemes to make 1- or 2- syllable words including consonant blends
• I can break apart words of 3 to 5 sounds into each sound
• I can recognize that compound words are made up of shorter words

Phonics

• I can decode words in context by using letter-sound knowledge
• I can identify letter for the spelling of short and long vowels
• I can produce consonant blends and digraphs
• I can combine sounds from letters and common spelling patterns to create and decode recognizable words
• I can use syllable patterns to decode words
• I can read irregularly spelled and high-frequency words
• I can read root words with inflectional endings
• I can read contractions and compound words
• I can show decoding skills when reading

Reading: Fiction

• I can recognize and tell the Story Details of a fiction/fake story: Character, Setting, Problem, and Solution

• I can recognize beginning, middle, and end tell the events of a story in a logical order
• I can tell the main idea of a story
• I can talk about the phrases used many times in a text and why they are used

• I can recognize who is telling the story
• I can talk about the actions of the main character and the whey they were done
• I can tell how the characters’ experiences are the same and how they are different
• I can orally read appropriate grade-level texts with fluency (accuracy, rate, expression, and phrasing) with purpose to support comprehension
• I can use context to confirm or self-correct word recognition and understanding, rereading as necessary

Reading Comprehension: Fiction

• I can predict what will happen next using prior knowledge.
• I can ask and respond to relevant questions.
• I can seek clarification and locate facts and details about stories and other texts.
• I can retell main ideas in sequence including key details.
• I can monitor comprehension and make corrections or adjustments when that understanding doesn’t make sense.
• I can engage with and read text that is developmentally appropriate.
• I can show evidence of reading. (Reading response journals, comprehension activities, running records and DRA2)

Reading: Non-fiction

• I can use text features to restate the main idea
• I can talk about the facts and details using text features
• I can talk about the facts that come from the text and the facts that come from the print
• I can use the text features to find information
• I can talk about the difference between fiction and non-fiction
• I can ask and answer questions to help me understand
• I can identify the main idea and the details that talk about it
• I can tell how two people are connected
• I can tell how texts are the same and how they are different

Writing:

• I can use the articles a, and, and the in sentences
• I can use end punctuation and commas in sentences
• I can make a plan by brainstorming and writing down ideas.
• I can put my ideas into sentences and stay on topic
• I can show evidence of a simple opening and closing
• I can answer questions from others to make my writing better
• I can edit my work for spaces between words and for language conventions
• I can write an informative text

Speaking and Listening:

• I can follow classroom rules
• Build on others’ talk in conversation by responding to the comments of others
• I can take turns speaking, according to classroom expectations

• I can follow written 2-step directions with picture clues to assist with understanding
• I can confirm comprehension of read-alouds and other media by retelling and asking appropriate questions
• I can talk about a topic of my choice using a prop or picture
• I can use complete sentences when talking to others and get louder or softer with my voice as needed 

 

 

4th Quarter

Language:

• I can use correct grammar (adj./adv., conjunctions, prepositions and pronouns) in sentences
• I can use common prefixes and suffixes to figure out the meaning of a word
• I can identify common root words and their inflectional endings
• I can figure out the meaning of a word by looking at the words around it

Word Study:

• I can spell words using regular spelling patterns
• I can spell words phonetically using phonemic awareness
• I can put words in ABC order to the first letter

Phonemic Awareness

• I can produce and identify sounds and syllables in spoken words
• I can tell the difference between long and short vowel sounds
• I can recognize the change in a spoken word when a specific phoneme is added, changed, or removed
• I can blend spoken phonemes to make 1- or 2- syllable words including consonant blends
• I can break apart words of 3 to 5 sounds into each sound
• I can recognize that compound words are made up of shorter words

Phonics

• I can decode words in context by using letter-sound knowledge
• I can identify letter for the spelling of short and long vowels
• I can produce consonant blends and digraphs
• I can combine sounds from letters and common spelling patterns to create and decode recognizable words
• I can use syllable patterns to decode words
• I can read irregularly spelled and high-frequency words
• I can read root words with inflectional endings
• I can read contractions and compound words
• I can show decoding skills when reading

Reading: Fiction

• I can recognize and tell the Story Details of a fiction/fake story: Character, Setting, Problem, and Solution

• I can recognize beginning, middle, and end tell the events of a story in a logical order
• I can tell the main idea of a story
• I can tell details from the text that talk about our 5 senses
• I can talk about the phrases used many times in a text and why they are used

• I can recognize who is telling the story
• I can talk about the actions of the main character and the whey they were done
• I can tell how the characters’ experiences are the same and how they are different
• I can orally read appropriate grade-level texts with fluency (accuracy, rate, expression, and phrasing) with purpose to support comprehension
• I can use context to confirm or self-correct word recognition and understanding, rereading as necessary

Reading Comprehension: Fiction

• I can predict what will happen next using prior knowledge.
• I can ask and respond to relevant questions.
• I can seek clarification and locate facts and details about stories and other texts.
• I can retell main ideas in sequence including key details.
• I can monitor comprehension and make corrections or adjustments when that understanding doesn’t make sense.
• I can engage with and read text that is developmentally appropriate.
• I can show evidence of reading. (Reading response journals, comprehension activities, running records and DRA2)

Reading: Non-fiction

• I can use text features to restate the main idea
• I can talk about the facts and details using text features
• I can talk about the facts that come from the text and the facts that come from the print
• I can use the text features to find information
• I can talk about the difference between fiction and non-fiction
• I can ask and answer questions to help me understand
• I can identify the main idea and the details that talk about it
• I can tell how to people are connected
• I can tell how texts are the same and how they are different

Writing:

• I can capitalize names, the first letter in a sentence and the ‘I’ pronoun
• I can use the articles a, and, and the in sentences
• I can use end punctuation
• I can make a plan by brainstorming and writing down ideas
• I can put my ideas into sentences and stay on topic
• I can show evidence of a simple opening and closing
• I can answer questions from others to make my writing better
• I can edit my work for spaces between words and for language conventions
• I can write an informative text

Speaking and Listening:

• I can follow classroom rules
• Build on others’ talk in conversation by responding to the comments of others
• I can take turns speaking, according to classroom expectations

• I can follow written 2-step directions with picture clues to assist with understanding
• I can confirm comprehension of read-alouds and other media by retelling and asking appropriate questions
• I can talk about a topic of my choice using a prop or picture
• I can use complete sentences when talking to others and get louder or softer with my voice as needed

 

Language I Can Statements

 

1. I can spell grade level words.
2. I can write the four types of sentences. (statement, question, exclamation, command).
3. I can use correct capitalization when writing.
4. I can use apostrophes in contractions.
5. I can write my opinion and give reasons to support.
6. I can research a topic using facts to inform others.
7. I can write a fiction or nonfiction narrative.
8. I can listen and follow classroom expectations.  
9. I can speak clearly and share my thoughts during a presentation..

 

Reading I Can Statements

 

1. I can decode and read grade level words to show understanding. 
2. I can use grade level vocabulary to determine the meaning of words.
3. I can read and understand fiction.
4. I can find rhythm, rhyme, and repetition in poems.
5. I can use text features to locate information in nonfiction texts.
6. I can find the main idea using details in a nonfiction text. 
7. I can explain the difference between fiction and nonfiction texts.

English Language Arts - 3^rd Grade

I Cans – 2020 Revised

 >> Language, Writing, Speaking & Listening <<

 Power Standard 1 - Spelling

I can spell compound words, words that double the consonant, and plural words that change ‘y’ to ‘ies.’

Power Standard 2 – Grammar

 I can write simple and compound sentences.

Power Standard 3 – Conventions

I can correctly capitalize names of places and titles of books and songs.

I can use commas when I write a greeting and closing of a friendly letter.

Power Standard 4 – Opinion Writing

I can write an opinion piece that states my opinion clearly and give reasons to support it.

Power Standard 5 – Informative Writing

I can write an organized informative piece that states a topic and shares facts and details about it.

Power Standard 6 – Narrative Writing

I can write a narrative that has a clear beginning, middle, and end.

Power Standard 7 – Research

I can take notes in my own words and sort information into categories.

Power Standard 8 – Presentation

I can speak clearly and at an understandable pace while giving a presentation using technology.

 

 >> Reading Foundations, Fiction and Nonfiction Reading <<

Power Standard 1 – Decoding

I can decode high frequency words, multisyllable words, and known and unknown words using spelling patterns.

Power Standard 2 - Drawing Conclusions and Making Connections

I can draw conclusions and support them with evidence from the text.

I can make text to text and text to world connections.

Power Standard 3 – Vocabulary

I can use prefixes and suffixes to figure out the meaning of a word.

I can use context clues to figure out the meaning of an unfamiliar word.

I can determine the real meaning of figurative language.

Power Standard 4 - Fiction: Plot

I can summarize a story’s beginning, middle, and end.

I can determine the story’s message using details from the text.

Power Standard 5 - Fiction: Characters

I can determine a character’s inside and outside traits.

I can give my own point of view of a story.

Power Standard 6 – Fiction: Poetry

I can use alliteration and identify types of poems.

Power Standard 7 – Nonfiction: Text Features

I can identify text features and use them to understand the text better.

I can follow and explain written directions.

Power Standard 8 – Nonfiction: Analyze and Evaluate

I can explain the author’s purpose.

I can distinguish fact and opinion.

I can give my own point of view of a nonfiction text.

Power Standard 9 – Nonfiction: Text Structure

I can tell the main idea and support it with details.

I can compare and contrast important ideas in nonfiction texts.

4th Grade Language I Can Statements

 

In 4^th Grade, I can…

• Spell grade appropriate words correctly. (L1)
• Use verbs and adverbs in writing. (L2a)
• Use progressive verbs to show past, present, and future. (L2a)
• Use subject/verb agreement with 1st, 2nd, and 3rd person pronouns. (L2a)
• Use prepositions correctly in a sentence. (L2b)
• Use and order adjectives within sentences to conventional patterns. (L2b)
• Produce and expand the complete simple and compound four types of sentences. (L2c)
• Write legibly. (L2c)
• Correct sentence fragments and run-on sentences in writing. (L2c)
• Recognize the difference between and use coordinating conjunctions and subordinating conjunctions. (L2d)
• Use correct punctuation and capitalization. (L3)
• Follow a writing process to plan a first draft. (L4a)
• Develop a writing draft with a main idea to support multiple-paragraph texts, using a variety of sentence types, with topic sentence near the beginning of the first paragraph while addressing an appropriate audience. (L4b)
• Categorize, sequence, and organize details and facts into a text from sources. (L4b)
• Use technology, including the Internet, to produce and publish writing. (L4c)
• Revise and edit my writing to include a main idea, focus, transitions, details, voice, appropriate sentence structure, and correct language conventions. (L5)
• Write a clear and organized opinion text, supporting my opinion with facts and details and giving credit to my sources. (L6)
• Write clear and organized informative and explanatory texts, including facts, details, examples, and quotations. (L7)
• Write clear and organized pieces of fiction, non-fiction narrative, and poems including established settings, characters, and narrative techniques. (L8)
• Complete a short research project about a topic using a variety of sources and giving credit to my sources. (L9)
• Follow, generate, and justify classroom listening rules. (L10a)
• Listen, restate, and follow multi-step instructions. (10b)
• Pose and respond to specific questions while contributing to a discussion. (L11a)
• Express opinions and paraphrase portions of a text or information. (L11b)
• Use efficient presentation skills with descriptive and sequential details and a variety of media. (L11c)
• Speak with expression and fluency, adjusting formal and informal according to content and topic. (L11d)

4th Grade Reading I Can Statements

 

In 4^th Grade, I can…

• determine the meaning of words from Latin and Greek, or other root words, and their prefixes and suffixes. (R1a)

• use the context of a sentence to determine the meaning of unfamiliar words or multiple-meaning words. (R1b)

• complete analogies using synonyms, antonyms, and progressions. (R1c)
• identify the meanings of common idioms and figurative language (R1d)
• use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. (R1e)
• use context to help me understand as I read and reread when necessary. (R2a)
• read out loud fluently at my grade level. (R2b)
• read grade level texts by myself for different reasons over longer periods of time and give evidence of my reading. (R2c)
• draw conclusions and make inferences to understand what I’m reading, referencing textual evidence. (R3)
• determine connections between different types of texts and to the world. (R4)
• analyze and evaluate fiction from different cultures and times. (R5)
• sequence the events in a piece of fiction. (R5a)
• explain how past events affect future events in fiction. (R5b)
• summarize a piece of fiction. (R5c)
• identify the theme of a piece of fiction. (R5d)
• describe the personality traits of characters, their interactions, adventures, and changes in fiction. (R6)
• compare and contrast the point of view from which a piece of fiction is narrated, determining if it is first or third person. (R6)
• sequence, summarize, determine effects of events, character development, and theme in poetry and drama. (R7)
• explain the structural elements of poetry and drama. (R7)
• use text features to locate information and understand nonfiction. (R8a)
• interpret and explain information presented graphically. (R8b)
• use text structures to understand nonfiction. (R9)
• distinguish fact from opinion and explain how to verify facts. (R9a)
• explain explicit and implicit relationships among ideas in nonfiction. (R9b)
• explain author’s purpose in nonfiction. (R9c)
• compare and contrast firsthand and secondhand accounts of the same event or topic. (R9d)
• describe the sequence of events, ideas, concepts, or steps needed to carry out a procedure. (R9e)
• explain similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. (R10)
• analyze, make inferences, and draw conclusions about persuasive text, using evidence to explain the author’s purpose. (R11)
• explain how an author uses language in persuasive text to present information to influence what a reader thinks or does. (R11c)
• explain the positive and negative impacts of advertisement techniques used in media to impact consumer behavior. (R12)
• explain how design techniques used in media influence the message. (R12)
• compare written conventions used for digital media. (R12)
• explain text structures and graphic features of a web page and how they help readers to comprehend text. (R12)

I Can Statements

5^th Grade ELA

(Language and Writing)

Updated March 2024

1. In speech and written form, apply standard English grammar to explain and use parts of speech            ELA.5.L.A

1. I can use and explain the function of nouns, adjectives, prepositions, conjunctions, interjections, pronouns, verbs, and adverbs.

 

2. Students will develop grade appropriate writing.             ELA.5.W.1.A

1. I can select a genre appropriate for conveying the purpose to an intended audience.
2. I can formulate questions related to the topic.
3. I can access prior knowledge or building background knowledge related to the top.
4. I can use a prewriting strategy.

 

3.  Students will strengthen grade appropriate writing.      ELA.5.W.1.C

1. I can reread, revise, and edit drafts with assistance to develop and strengthen writing by revising.

-main idea

- sequence (ideas)

- focus

- organizational structure

- details/facts (from multiple sources, when appropriate)

- word choice (related to the topic)

- sentence structure

- transitions

- audience and purpose

- voice

b.    I can reread, revise, and edit drafts with assistance to edit for language conventions.

 

4)  Students will produce clear and coherent grade appropriate writing in which the develop and organization are appropriate to task, purpose, and organization (for example, opinion, information/explanatory, narrative, and research writing)          ELA.5.W.1.B

a.             I can choose an appropriate organizational structure and build on one main idea to create a multiple paragraph text appropriate to the genre.

b.             I can establish and support a main idea with an overall topic sentence at, or near, the beginning of the first paragraph.

c.             I can categorize, organize, and sequencing facts, details, and/or events (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure.

d.             I can restate the overall main idea in the concluding statement.

e.             I can address an appropriate audience, organization, and purpose.

 

 5) The student will write opinion pieces on grade appropriate topics or texts supporting a point of view with reasons and information        ELA.5.W.2.A

1. I can Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
2. I can provide logically ordered reasons that are supported by facts and details.
3. I can link opinion and reasons using words, phrases, and clauses (for example, consequently, specifically).
4. I can provide a concluding statement or section related to the opinion presented.

 

6) The student will write grade-appropriate informative/explanatory texts to examine a topic and convey ideas and information clearly.       ELA.5.W.2.B

1. I can Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (for example: headings), illustration, and multimedia when useful to aiding comprehension.
2. I can develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. I can link ideas within and across categories of information using words, phrases, and clauses (for example, in contrast, especially).
4. I can use precise language and domain-specific vocabulary to inform about or explain the topics.
5. I can provide a concluding statement or section related to the information or explanation presented.

 

7) The student will write grade-appropriate narratives and poems to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences                 ELA.5.W.2.C

1. I can establish a setting, situation/topic and introduce a narrator and/or characters.
2. I can use narrative techniques, such as dialogue, motivation, and descriptions.
3. I can organize an event sequence that unfolds naturally to establish a beginning/middle/ end.
4. I can use a variety of transitions to manage the sequence of events.
5. I can use specific, relevant, and accurate words that are suited to the topic, audience, and purpose.

 

8) The student will conduct short grade-appropriate research projects that use several sources to build knowledge through investigation of different aspects of a topic.               ELA.5.W.3.A

1. I can generate a list of subject appropriate topics
2. I can formulate and refine an open-ended research question.
3. I can follow guidelines for collecting and recording information.
4. I can select relevant resources, literary and informational.
5. I can assess relevance, accuracy, and reliability of information in print and digital sources.
6. I can convert graphic/visual data into written notes.
7. I can differentiate between paraphrasing and plagiarism when using ideas of others.
8. I can present and evaluate how completely, accurately, and efficiently the research question was explored or answered using established teacher/student criteria.
9. I can record bibliographic information from sources according to a standard format.

 

9) The students will use technology, including the internet, to:   ELA.5.W.1.D

1. I can use technology ( including the Internet),with assistance from adults/peers, to produce and publish writing.
2. With the assistance from adults/peers, I can demonstrate sufficient command of keyboarding skills to type a minimum of two pages, ideally in a single sitting.

 

10) The students will develop and apply effective listening skills and strategies in formal and informal settings when listening for a purpose or for entertainment.             ELA.5.SL.1.A

1. I can follow agreed upon rules for listening and fulfilling discussion rules independently.
2. I can pose and respond to specific questions to clarify, or follow up on information, and make comments that contribute to the discussion to link to the remarks of others.
3. I can follow, restate, and give multi- step instructions from or to others in collaborative groups, according to classroom expectations.
4. I can listen for the speaker's message and summarize the main points based on evidence.
5. I can evaluate and modify my own active listening skills.

 

11) Students will speak clearly and to the point, using conventions of language when presenting individually or with a group.         ELA.5.SL.3.A

1. I can summarize points made by others before presenting my own ideas, according to classroom expectations.
2. I can provide and evaluate evidence to support my opinion.
3. I can use efficient presentation skills with available resources using a variety of media.
4. I can plan an appropriate presentation based on the audience.
5. I can employ appropriate pacing, vocabulary, and gestures to communicate a clear viewpoint.

 

12) Students will expand, combine, and reduce grade-appropriate sentences.     ELA.5.L.1.A

1. I can use a comma before a coordinating conjunction when writing compound sentences.
2. I can use a comma to separate an introductory clause in a complex sentence
3. I can produce a variety of complex sentences in writing.
4. I can use a comma to set off the words yes and no.

 

13) In written form students will use apostrophes to show possession.   ELA.5.L.1.B

8. I can  use apostrophes in singular nouns to show possession.
9. I can write apostrophes in regular plural nouns to show possession.

 

14) Students will communicate and apply conventions of pronouns, adverbs, and verbs when speaking and writing.

1. I can use pronouns consistently across a text.
2. I can use and correct verb tenses.
3. I can use relative pronouns and relative adverbs.

 

15) Students will demonstrate command of the conventions of standard grade-appropriate English capitalization and punctuation in context when writing and typing titles of works

1. I can write legibly

5. I can use italics when keyboarding titles of books, magazines, and newspapers.
6. I can use underlining when writing titles of books, magazines, and newspapers.
7. I can use quotation marks when writing titles of stories, songs, poems, articles.
8. I can write legibly.

I Can Statements

5^th Grade Reading

Updated March 2024

16)  Students will spell grade appropriate words when writing consulting references as needed            ELA.5.L.1.B

I can use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell unfamiliar multisyllabic words in context.

 

17)  Students will read grade-level text fluently        ELA.5.RF.4.A and ELA.5.R.1.A/D

I can read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension.

 

I can use the context to confirm words or self-correct word recognition and for understanding, and I can reread as I see necessary.

 

I can independently read text that is developmentally appropriate for multiple purposes over an extended period of time without interruption.

 

I can produce evidence of reading.

 

18)  Students will develop phonics and word analysis in the reading process  ELA.5.RF.3.A

I can decode words using my knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi- syllabic words in context.

 

I can read root words, prefixes, suffixes, and important words from all specific content curricula.

 

19)   Students will  develop and apply comprehension skills to the reading process ELA.5.R.1.A

I can draw conclusions, make inferences by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 

I can draw  conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text.

 

20)  Students will use common grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word    ELA.5.R.1.A

 

I can determine the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes through context.

 

21)  Students will develop an understanding of vocabulary   ELA.5.R.1.B

I can use context to determine the meaning of unfamiliar or multiple-meaning words.

 

I can construct analogies.

 

I can explain the meaning of common idioms, adages, similes, metaphors, hyperboles and other sayings in a text.

 

I can use context to determine the meaning of unfamiliar or multiple-meaning words.

 

I can identify and use words and phrases that signal contrast, addition, and relationships.

 

I can use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine pronunciations, parts of speech, meanings, and alternate word choices.

 

I can use conversational, general academic and domain-specific words and phrases while reading.

 

22)  Students will read, infer, analyze, and draw conclusions to comprehend and evaluate fiction from a variety of cultures and times..    ELA.5.R.2.A

I can compare and contrast the roles and functions of characters in various plots, their relationships, and their conflicts.

 

I can explain the theme or moral (lesson), conflict, and resolution in a story or novel.

 

I can describe how a narrator's or speaker's point of view influences events.

 

I can recognize foreshadowing.

 

I can explain the effect of a historical event or movement in literature.

 

I can introduce origin myths, and culturally significant character/ events in mythology.

 

I can introduce different forms of third- person points of view in stories.

23)  Students will read, infer, analyze, and draw conclusions to comprehend and evaluate poetry from a variety of cultures and times   ELA.5.R.2.B

 

I can explain how poets use sound and visual elements in poetry.

 

I can identify forms of poems.

 

24)  Students will read, infer, analyze, and draw conclusions to comprehend and evaluate drama from a variety of cultures and times.   ELA.5.R.2.C

 

I can identify structural elements of dramatic literature.

 

I can evaluate the critical impact of sensory details, imagery, and figurative language.

 

I can analyze the similarities between an original text and its dramatic adaptation.

 

25)   Students will use text features to understand non-fiction text from a variety of cultures and times.    ELA.5.R.3.A

I can use multiple text features and graphics to locate information and gain an overview of the contents of text information.

 

I can interpret details from procedural text to complete a task, solve a problem, or perform an action.

 

I can interpret factual or quantitative information.

 

26)   Students will use literary techniques as they read, infer, and draw conclusions to explain how an author uses reasons and evidence to support particular points.   ELA.5.R.3.B

I can evaluate if the author's purpose was achieved, identify reasons for the decision, and provide evidence to support the claim.

 

I can verify facts through established methods.

 

I can use reasoning to determine the logic of an author's conclusion and provide evidence to support reasoning.

 

I can explain the type of evidence used to support a claim in a persuasive text.

 

I can recognize exaggerated, contradictory, or misleading statements.

 

 

 

27)   Students will use literacy techniques to read, infer, and draw conclusion about the author's point of view and purpose    ELA.5.R.3.B

I can analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 

I can identify the author's viewpoint or position, supporting premises and evidence, and conclusion of a persuasive argument.

 

28)   Students will use text structures to understand non-fiction text from a variety of cultures and times.     ELA.5.R.3.C

 

I can use text structures to understand non-fiction text from a variety of cultures and times.

 

I can identify devices used in biographies and autobiographies, including how an author presents major events in a person's life.

 

I can explain the difference between a stated and implied purpose for an expository text.

 

I can analyze how the pattern of organization of a text influences the relationships.

 

I can analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view.

 

I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

29)   Students will comprehend and analyze words, images, graphics, and sounds in various media and digital forms to impact meaning.    ELA.5.R.4.A

I can explain how messages conveyed in various forms of media are presented differently.

 

I can compare and contrast the difference in techniques used in media.

 

I can identify the point of view of media presentations.

 

I can analyze various digital media venues for levels of formality and informality.

 

I can explain textual and graphic features of a web page and how they help readers to comprehend text.

 

30)  Students will explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical grade-appropriate text based on specific information in the text.   ELA.5.R.1.C

I can explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical grade-appropriate text based on specific information in the text using text to text (ideas and information in various fiction and nonfiction works, using compare and contrast).

 

I can explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical grade-appropriate text based on specific information in the text using text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame).

ELA I Can Statements

 

Reading

 

1A:  I can make quality inferences and draw conclusions from a text.

1B:  I can listen or view an audio, video, or live version of my text and compare and contrast it to my text.

1C:  I can use context clues and reference materials to find the meaning of unknown words.

1D:  I can draw conclusions from a text using different types of visual elements.

1E:  I can break down how a sentence, chapter, scene, stanza, or image contributes to the meaning of a text.

 

2A/B: I can determine the theme of a text whether clearly stated or not

2C:  I can compare and contrast text from different genres that have similar themes or topics.

 

3A:  I can explain how an author develops the point of view of the narrator.

3B:  I can explain how an author’s point of view or purpose is communicated in a text.   

3C:  I can identify the author’s argument in a text.

3D:  I can single out claims supported in a text to those not supported in a text.

3E:  I can compare and contrast one author’s presentation of events with that of another.

 

4A:  I can analyze how word choice contributes to the meaning of a text.

4B:  I can examine how the repetition of words and word sounds contributes to the

4C:  I can determine how connotation contributes to feeling of a text.

 

 

5A:  I can describe how a text’s plot unfolds in a series of episodes.

5B:  I can describe how a text’s plot is developed and how the characters change as the plot moves toward a resolution.

5C:  I can explain how the plot and conflict reflect historical and cultural contexts.

 

Writing

1.A, 1.B, 1.C  I can develop a narrative about real or imagined experiences with clearly identified characters, setting, sequenced events, dialogue, descriptive details.

1.E, 2.A, 2.E, 3.C, 4.A.1, 4.A.2, 4.A.3   I can introduce the topic, maintain a clear focus throughout the text, and provide a conclusion.

1.D, 2.C, 2.D, 4.C.1, 4.C.2, 4.C.3  I can choose accurate language, establish and maintain an appropriate and consistent style and sentence structure.

1.F, 2.F, 3.D  I can use transition words to connect ideas, claims, and time shifts.

2.B  I can develop informative/explanatory writing to examine a topic with facts, examples, definitions, and details.

3.A, 3.B I can develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence.

4.B.1 I can use apostrophes correctly in irregular and plural possessives

4.B.2 I can accurately use quotation marks and punctuation in dialogue based on the location of the speaker tag.

4.B.3 I can use commas correctly in appositives.

4.D  I can use technology to produce and publish my writing and to collaborate with others.

5.A I can conduct a research project to answer a question.

5.B, 5.C, 5.D, 5.E  I can get information that is relevant to my topic from multiple sources, check the credibility of each source, paraphrase and/or quote the information, and provide a basic bibliography.

Speaking and Listening

1.A,B,C  I can follow rules for discussion, decision-making, track progress for goals, and defining individual roles as needed

2.A,B,C  I can define a speaker’s argument and claims in order to come up with and respond to questions with details by contributing to a topic, text, or issues that are being discussed.

2.D  I can use diverse media to listen to a speaker(s) and reflect and paraphrase what I have heard.

3.A,B  I can speak clearly and at a correct volume when I am presenting.

3.C,D  I can position my body to face the audience and make eye contact when I am presenting.

4.A I can plan and deliver a presentation appropriate to the task, audience, and purpose.

4.B  I can use multimedia to present claims and ideas.

 

ELA Grade 7

2020-2021 “I Can” Statement

 

Power Standard 1:  I can read, comprehend, and interpret fictional text including stories and dramas.

1. I can draw conclusions, make connections, visualize, question and infer by citing several pieces of textual evidence.
2. I can determine the meaning of words and phrases as they are used in the text.
   • Figurative meanings
   • Connotative meanings
   • Use context clues to help determine the meaning of unknown words
   • Use reference material, such as a dictionary or thesaurus, to assist in determining the meaning of words.
3. I can use appropriate text to determine the theme.
   • Explain
   • Summarize
4. I can analyze how the setting, characters, and plot affect one another and contribute to the meaning of the text.

 

Power Standard 2:  I can combine ideas from multiple fictional texts.

1. I can compare a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
   • Compare and contrast elements of the film to the text.
   • Analyze how the techniques used contribute to the meaning.
2. I can compare a fictional portrayal of a time, place, or character with a realistic account of the same subject.
3. I can explain how characters and settings reflect historical and/or cultural contexts.

 

 Power Standard 3:  I can read, comprehend, and analyze informational and nonfiction texts.

1. I can draw conclusions, infer, and analyze by citing text evidence.
2. I can determine the meaning of words and phrases as they are used in the text.
   • Figurative
   • Connotative
   • Use context clues to help determine the meaning of unknown words.
   • Use reference material, such as a dictionary or thesaurus, to assist in determining the meaning of words.
3. I can draw conclusions from visual elements (pictures, charts, graphs, descriptions, objects, etc.) of a text.
4. I can explain the central/main ideas of a text.
   • Explain the relationships
   • Summarize
5. I can analyze how an author develops their point of view or purpose and distinguishes it from others.

 

Power Standard 4:  I can combine ideas from multiple nonfiction texts. 

1. I can compare information presented in different mediums and analyze how the technique used contributes to the meaning.
2. I can compare how two or more authors writing about the same topic makes decisions about structure and style.
3. I can explain how a nonfiction text reflects historical and/or cultural contexts.

 

Power Standard 5:  I can conduct a research project to answer a question (including a self generated question), select relevant and credible sources, integrate information using a standard citation system.

1. I can gather relevant information from multiple print and digital sources.
   • Use search terms effectively
   • Assess the credibility and accuracy of each source
2. I can quote or paraphrase the data and conclusions of others while avoiding plagiarism.
3. I can evaluate text to assess whether the reasoning is sound, and evidence supports the claim.
4. I can follow a standard format for citation.
5. I can use technology to produce and publish writing including cited sources.

 

Power Standard 6:  I can follow a writing process to produce a clear and coherent writing.

• Development, organization, style, and voice are appropriate to the task, purpose, and audience.
• Develop writing with narrative, informative, and argumentative techniques.

1. I can write a narrative about real or imagined experiences.
   • Maintain a consistent point of view
   • Clearly identify characters
   • Well-structured event sequences
   • Use narrative techniques (plot, characters, dialogue, figurative language, etc.)
   • Include relevant and descriptive details
2. I can create an informative/explanatory writing.
   • Examine a topic with relevant facts, examples, and details.
   • Establish relationships between ideas and supporting evidence.
3. I can develop argumentative writing by introducing and supporting a claim with clear reasoning and evidence.
   • Acknowledge counterclaims
   • Establish relationships between claims and supporting evidence
4. I can follow the provided writing format and organize my writing.
   • Introduce the topic
   • Maintain a clear focus throughout the text
   • Provide a conclusion that follows from the text
   • Add or delete content to clarify the meaning
5. I can review, revise, and edit writing with consideration for the task, purpose, and audience.

 

 

 Power Standard 7:  I can read, comprehend, and develop poetry. 

• Include real or imagined experiences
• Establish and maintain a consistent point of view
• Use narrative techniques
• Include relevant and descriptive details

1. I can analyze how a text’s form or style and structure contribute to the meaning.
2. I can follow a provided format to develop poetry.

 

Power Standard 8:  I can demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation.

1. I can identify and apply the eight parts of speech.
   • Noun
   • Verb
   • Adjective
   • Adverb
   • Interjection
   • Conjunction
   • Preposition
   • Pronoun
2. I can construct complete and compound sentences with correct capitalization and punctuation.
3. I can spell grade-appropriate words correctly.
   • I can consult references as needed.

 

Power Standard 9:  I can plan and create appropriate presentations.

• Considering task, audience, and purpose.
• Include multimedia components in presentations.
• Emphasize significant points

1. I can conduct group discussions.
   • Track progress towards specific goals and deadlines
   • Define individual roles as needed
2. I can acknowledge new information expressed by others.
   • Include those presented in diverse media
3. I can use technology to produce and publish presentations.

 

 

 

Power Standard 10:  I can use conventions of language appropriate to task, purpose, and the audience when presenting information.

1. I can speak audibly, and to the point.
   • Use appropriate volume
   • Clear articulation and accurate pronunciation
   • Speak at an understandable pace
2. I can position my body to the audience when speaking.
   • Make consistent eye contact
   • Communicate a clear viewpoint
   • Engage listeners
3. I can be an active listener and effective audience member.
   • I can make eye contact with the speaker.
   • I can position my body towards the speaker.

 

ELA Grade 8

2020-2021 “I Can” Statement

 

Power Standard 1: I can read, comprehend, and interpret fictional text.

1. I can draw conclusions, infer, and analyze text by citing textual evidence.
2. I can determine the meaning of words and phrases as they are used in the text.

• Figurative meanings
• Connotative meanings
• Using context clues to help determine the meaning of  unknown words
• Use reference materials such as a dictionary or thesaurus

3.  I can determine the theme(s) of a narrative and analyze its development throughout the text.

• I can summarize a narrative. 

 

Power Standard 2: I can analyze the style of a fictional text.

1. I can analyze how irony contributes to the meaning of a text.
2. I can analyze how differing points of view contribute to the meaning of the text. 
3. I can analyze how specific word choices and sentence structures contribute to meaning and tone.
4. I can analyze how literary devices enhance and develop the plot.

 

Power Standard 3: I can synthesize ideas from multiple fictional texts.

1. I can compare and contrast a drama to its original text or script.
2. I can explain how themes reflect historical and or cultural contexts.

 

Power Standard 4: I can comprehend and interpret nonfiction text.

1. I can draw conclusions and analyze information by citing textual evidence and make inferences based on evidence.
2. I can determine content-specific meanings of words and phrases as they are used in informational text.
3. I can draw conclusions from visual elements such as charts, maps, tables, pictures, and other media in informational text.
4. I can explain the main idea of a text and provide an objective summary of the text.

 

Power Standard 5: I can analyze craft and organizations of nonfiction texts.

1. I can evaluate an author’s argument, assessing whether the reasoning is credible and the evidence is relevant and sufficient, and recognize when irrelevant evidence is introduced.
2. I can analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on facts or interpretations.
3. I can explain how the central ideas of informational texts reflect historical and cultural contexts.
4. I can compare and contrast information presented in different mediums and analyze how the techniques contribute to meaning.

 

Power Standard 6: I can synthesize ideas from multiple texts

1. I can gather relevant information from sources, use search terms effectively, and assess the credibility and accuracy of each source.
2. I can quote or paraphrase resources avoiding plagiarism.
3. I can follow a standard format for citation.

  

Power Standard 7: I can follow a writing process to produce a narrative.

1. I can apply literary techniques including character development and dialogue when creating a narrative.
2. I can organize a narrative that contains a beginning, middle, and end.
3. I can construct a narrative in which voice and point of view are appropriate to purpose and audience.

Power Standard 8: I can follow a writing process to produce an expository essay.

1. I can develop informative writing to examine a topic.
2. I can provide relevant facts, examples and details to establish relationships between ideas and supporting evidence.

Power Standard 9: I can create an argumentative essay.

1. I can formulate a relevant thesis statement that contains topic and position.
2. I can connect claims with relevant evidence an acknowledge counterclaims.
3. I can cite sources using MLA formatting.

Power Standard 10: I can organize, revise, and edit writing with consideration for the task.

1. I can introduce topic, maintain clear focus throughout the text, and provide a conclusion.
2. I can revise a composition using language that is appropriate to task, style, and audience.

 

Power Standard 11: I can demonstrate a command of the conventions of Standard English grammar and usage, including spelling, and punctuation.

1. I can explain and use the eight parts of speech:

• Noun
• Pronoun
• Adjective
• Verb
• Adverb
• Conjunction
• Preposition
• Interjection

2. I can construct complete, complex, and compound sentences avoiding fragments and run-ons.
3. I can spell grade-appropriate words correctly consulting references as needed.

Power Standard 12: I can plan and deliver appropriate presentations based on the task, audience, and purpose.

1. I can follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.
2. I can acknowledge new information expressed by others including those presented in diverse media, and when warranted, qualify or justify my own views in light of the evidence presented.
3. I can speak audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume, clear articulation, and accurate pronunciation at an understandable pace.

 

Creative Writing “I Can” Statements

 

1. I can write creatively using different prompts.
2. I can write creatively in different genres. 
3. I can read, analyze, discuss, and evaluate creative writing and poetry.
4. I can examine and apply elements of creative writing and poetry.
5. I can present original work and engage in peer evaluations. 

 

Fictional Literature “I Can” Statements

 

1. I can comprehend and analyze fiction from a variety of genres.
2. I can make connections between fictional literature and informational texts.
3. I can write for a range of different tasks, purposes, and audiences.
4. I can engage in discussions with peers about fictional literature and supplemental texts.
5. I can determine and acquire meaning of vocabulary. 

 

FRESHMAN READING

1.  I can acquire and use reading strategies to understand text.

2.   I can use reading strategies to read grade-level text with fluency, accuracy, and comprehension.

3.   I can apply strategies for reading in the content areas.

4.   I can write for a variety of tasks, audiences, and purposes.

5.   I can use multimedia effectively.  

6.   I can participate in formal and informal presentations and discussions of text, issues, and ideas.

 

LA I “I Can” Statements

 

1. Demonstrate a command of the conventions of Standard English.
2. Determine and acquire meaning of grade-level vocabulary.
3. Comprehend, interpret, analyze, and synthesize grade-level fiction, drama, and poetry from a variety of historical and cultural contexts.
4. Comprehend, interpret, analyze, and synthesize grade-level informational texts from a variety of historical and cultural contexts.
5. Write for a range of tasks, purposes, and audiences.
6. Use multimedia effectively.

LA II “I Can” Statements

 

1. Demonstrate a command of the conventions of Standard English.
2. Determine and acquire meaning of grade-level vocabulary.
3. Comprehend, interpret, analyze, and synthesize grade-level fiction, drama, and poetry from a variety of historical and cultural contexts.
4. Comprehend, interpret, analyze, and synthesize grade-level informational texts from a variety of historical and cultural contexts.
5. Write for a range of tasks, purposes, and audiences.
6. Use multimedia effectively.

LA III “I Can” Statements

 

1. Demonstrate a command of the conventions of Standard English.
2. Determine and acquire meaning of grade-level vocabulary.
3. Comprehend, interpret, analyze, and synthesize grade-level fiction, drama, and poetry from a variety of historical and cultural contexts.
4. Comprehend, interpret, analyze, and synthesize grade-level informational texts from a variety of historical and cultural contexts.
5. Write for a range of tasks, purposes, and audiences.
6. Use multimedia effectively.

LA IV “I Can” Statements

 

1. Evaluate Standard English usage and grammar in writing.
2. Determine and acquire meaning of grade-level vocabulary.
3. Comprehend, interpret, analyze, and synthesize grade-level fiction, drama, and poetry from a variety of historical and cultural perspectives at the college and career readiness level.
4. Comprehend, interpret, analyze, and synthesize grade-level informational text from a variety of historical and cultural contexts at the college and career readiness level.
5. Write for a range of tasks, purposes, and audiences.
6. Use multimedia effectively.

Elective-Novel Ideas Grade 8

2020-2021 “I Can” Statement

 

Power Standard 1: I can read and comprehend and interpret fictional text.

A.        I can draw conclusions, infer and analyze text by citing textual evidence using what is stated in the text and inferences.

B.        I can determine the meaning of words and phrases as they are used in the text.

`                       C.        I can summarize and analyze the text.

 

Power Standard 2: I can synthesize ideas from multiple fictional texts.

A.        I can compare and contrast a drama to its original text or script.

B.        I can explain how themes reflect historical and or cultural contexts.

 

Power Standard 3: I can comprehend and interpret nonfiction text.

A.        I can draw conclusions and analyze information by citing textual evidence, and make inferences based on evidence.

B.        I can explain the main idea of a text and provide an objective summary of the text.

Power Standard 4: I can follow a writing process to produce a narrative.

A.        I can apply literary techniques including character development and dialogue when creating a narrative.

B.        I can organize a narrative that contains a beginning, middle, and end.

C.        I can construct a narrative in which voice and point of view are appropriate to purpose and audience.

 

Power Standard 5: I can plan and deliver appropriate presentations based on the task, audience, and purpose.

A.        I can follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

B.        I can acknowledge new information expressed by others including those presented in diverse media, and when warranted, qualify or justify my own views in light of the evidence presented.

Communication “I Can” Statements

Oral Communication and Dual-credit Oral Communication

• I can collaborate during a formal small group discussion.
• I can participate in a persuasive presentation.
• I can use verbal delivery techniques during a classroom presentation.
• I can use non-verbal delivery techniques during a classroom presentation.
• I can use a multimedia visual aid during a classroom presentation.

Speech and Debate

• I can evaluate evidence to support and negate arguments.
• I can write a source-cited debate case.
• I can identify appropriate debate techniques.
• I can prepare for and compete in Debate and Congressional Debate sessions.
• I can prepare and present an informative speech.

Publications’ “I Can” Statements

 

1. Write clearly and concisely in a journalistic style
2. Report and write for the publication
3. Attribute sources correctly
4. Conduct successful interviews
5. Write in various story styles (editorial, column, review, and sports)
6. Understand journalism’s role in the democracy--providing the public with the information they need to be self-governing

 

Yearbook “I Can” Statements

 

1. I can report and write for the yearbook.
2. I can plan and produce photographs for the yearbook.
3. I can effectively problem solve in order to prepare the yearbook for production.
4. I can effectively work as an individual and as a team member.
5. I can show reliability by attending outside tasks and by meeting deadlines.
6. I can sell ads through face-to-face, written, or digital communications.