Quarter 1

I can work independently and collaboratively to compare personal narrative to other forms of writing.

I can write a one-paragraph narrative about a first-time experience.

I can correct capitalization and punctuation when writing dialogue.

I can use dialogue in a text to analyze characters and their relationships with one another.

I can identify Rosa Parks brings to support her point that segregation was unjust.

I can present my Name Narrative and display my graphic.

I can define tone and write in multiple tones.

I can compare and contrast the tones of two texts. 

I can plan my personal narrative by outlining a sequence of events. 

I can identify similes and metaphors in a text and write using similes and metaphors. 

I can deliver brief oral reports based on a close reading of My Story.

I can begin writing my Surprise Narratives.

I can define tone and write in multiple tones.

I can compare and contrast the tones of two texts.

I can describe pieces of music using similes and metaphors.

I can quote the text when inferring and explaining why the author included certain details in her narrative. 

I can write a paragraph with multiple sensory descriptions. 

I can write a paragraph with multiple sensory descriptions.

I can quote from the text when explaining the authors point of view.

I can revise my narrative based on my teacher's feedback.

I can quote from the text when explaining the authors point of view.

I can revise my narrative based on my teacher's feedback.

I can describe emotions by showing behavior, rather than telling the reader what emotions are described.

I can quote accurately from the text when tracking the author's emotions.

I can describe how language in text creates a strong mental image for readers.

I can describe how language in text creates a strong mental image for readers.

I can describe key components of a civilization and identify present day regions in the Americas as the location of three ancient civilizations.

I can describe, compare, and contrast the key geographical features of the regions in which Maya, Aztec, and Inca civilizations developed.

I can describe key components of a civilization and identify present day regions in the Americas as the location of three ancient civilizations.

I can describe, compare, and contrast the key geographical features of the regions in which Maya, Aztec, and Inca civilizations developed.

I can describe key components of a civilization and identify present day regions in the Americas as the location of three ancient civilizations.

I can describe, compare, and contrast the key geographical features of the regions in which Maya, Aztec, and Inca civilizations developed.

I can describe organizational structures of the Maya civilization and explain ways the Maya adapted to the diverse region in which their city-states thrived.

I can identify subjects and predicates in sentences and differentiate between action verbs and linking verbs.

I can distinguish between root words and words with the prefixes il– and ir– and apply these skills in sentence composition.

I can gather relevant facts about the geographical features of Mesoamerica and paraphrase sentences into note format for planning and drafting a paragraph.

I can gather relevant facts about the geographical features of Mesoamerica and paraphrase sentences into note format for planning and drafting a paragraph.

I can describe the organizational structures of the Maya and explain ways in which they adapted to the diverse landscape in Mesoamerica.

I can compose sentences from notes and construct a logical paragraph describing the geographical features of Maya civilization.

I can describe the organizational structures of the Maya and explain ways in which they adapted to the diverse landscape in Mesoamerica.

I can compose sentences from notes and construct a logical paragraph describing the geographical features of Maya civilization.

I can describe the importance of the Maya writing and mathematical systems and summarize some possible reasons for the decline of the Maya civilization.

I can identify subjects and predicates in sentences and identify run-on sentences, rewriting them into complete sentences.

I can distinguish between root words and words with the prefixes il– and ir– and use those words correctly in sentences.

I can revise, edit and rewrite a paragraph using the criteria outlined in a provided rubric.

I can explain the purpose of ancient Maya myths and summarize the successful creation of the world and its people according to this Maya myth.

I can identify and paraphrase key information relevant to their selected cultural aspect for the Codex Project.

I can determine that the theme of this Maya myth is an explanation of earth’s creation and its people.

I can identify words and phrases in sentences, and develop sentences, that compare and contrast ideas.

I can explain how adding the prefix inter–changes a root word and how to correctly use words with the prefix inter–in sentences.

I can apply grade level phonics and word analysis skills to decode and encode targeted spelling words.

I can identify words and phrases in sentences, and develop sentences, that compare and contrast ideas.

?

?

?

?

?