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The Individual Learning Plan (ILP) is a way to individualize studies for your child.

The ILP will help you outline what curriculum materials you will want/need for your child and help you organize learner outcomes. The plans can be adjusted to each student’s individual needs. This is typically discussed at the time of enrollment, and completed within 10 days of enrollment. The ILP can be completed and then submitted electronically.

The ILP is a working document and can be modified throughout the year. Quarterly reports of your child(ren)’s progress are used to determine your child(ren)’s growth. Data-driven comments for each subject are required and your contact teacher is always available to help with this.

TNW is a continuous improvement, performance and project-based program that supports a variety of strategies to measure growth in all content areas.  Mandated tests are only one small indicator of student growth. TNW focuses on real-life student performances (well beyond a standardized test) to show proficiency and continuous improvement in reading, writing, listening, speaking and problem-solving across all content areas.  A portfolio of evidence in the form of videos, projects, writing samples, etc. is sufficient evidence to show academic growth. We strive to put systems in place that help all students to learn well without the loss of enthusiasm for learning.

We know that students may learn a lot (or very little) in a traditional (brick and mortar) system of education due to the systems and standards being applied, or due to the misalignment of teaching and testing. We also know that test scores for an accurate measure of learning can be potentially flawed or misleading.  For example, students may learn important skills in school such as problem-solving, speaking, listening, responsibility, researching, technology and physical activity, none of which can be measured on a written test. TNW believes that student achievement is influenced by a host of factors outside of a teacher’s control, such as a student’s prior educational experiences and the stability and supports present in a student’s environment.  With this in mind, it is inappropriate to hold teachers and administrators accountable for factors that are beyond their influence or control. In these cases, a Continuous Improvement Model (ILP) that measures the physical, intellectual, emotional and social progress of all TNW students makes perfect sense. We know our parents can be the best teachers for our students and we are happy to provide you with the support, resources and professional development to do so.

We will assist you in developing a plan and a holistic assessment program that aligns with the standards and provides evidence for Physical, Intellectual, Emotional and Social growth.  The end of year state assessment is not the only evidence we use to show growth. We are very excited to work as a team to develop the individual strengths of your children.

“I Can” statements are written to help teach the standards in a language children can more easily understand.

  • ​LONG-TERM LEARNING TARGETS (ALT) – The big ideas that define the learning within a specific content area. Student proficiency levels on long-term learning targets are (will be) reported on progress reports and report cards.
  • SUPPORTING LEARNING TARGETS (AST) – The supporting targets are used to define the learning necessary to become proficient on a long-term learning target. The supporting targets assist teachers with developing their instruction and assessments and will often be defined in a rubric.

“I Can” statements are written to help teach the standards in a language children can more easily understand.

  • ​LONG-TERM LEARNING TARGETS (ALT) – The big ideas that define the learning within a specific content area. Student proficiency levels on long-term learning targets are (will be) reported on progress reports and report cards.
  • SUPPORTING LEARNING TARGETS (AST) – The supporting targets are used to define the learning necessary to become proficient on a long-term learning target. The supporting targets assist teachers with developing their instruction and assessments and will often be defined in a rubric.

 

OBOB ‘I CAN’ Statements By Grade Level

TEACH-NW is proud to annually sponsor our very own Oregon Battle of the Books (OBOB) team. Should your child wish to participate, we have created the following ‘I Can’ statements to aid you in incorporating an OBOB program into your ILP. Please feel free to contact your Educational Facilitator for additional information and support in integrating the statements into your ILP. It’s important to know as well that the statements are provided as a reference. There is no expectation that the entire list of the grade level statements be included in the ILP.

3rd Grade

  • RF.3.4 I can fluently read and understand books at my level well.
  • RF.3.4.A I can read and understand third grade books.
  • RL.3.1 I can ask and answer questions to show that I understand the stories that I am reading.
  • RL.3.1 I can find the answers to specific questions within the stories that I read.
  • RL.3.2 I can remember and retell different kinds of stories from many cultures.
  • RL.3.3 I can describe characters in stories and explain how their actions affect the story.
  • RL.3.5 I can describe how new parts of fiction build on the parts that have already happened.
  • RL.3.6 I can tell the difference between what I think and what the author or characters might think in a story.
  • RI.3.1 I can ask and answer questions to show that I understand the information that I am reading.
  • RI.3.1 I can find the answers to specific questions within informational text that I read.
  • RI.3.2 I can talk about the most important details in the information I read and how they support the main idea.
  • RI.3.5 I can use the parts of a text that stand out to find information quickly.
  • RI.3.6 I can tell the difference between what I think and what an author writes in informational texts.
  • RI.3.7 I can show what I have learned from informational text and illustrations by answering questions about where, when, why and how.
  • RI.3.8 I can describe how the sentences and paragraphs in informational text are connected and follow a logical order.
  • RI.3.9 I can compare and contrast the most important ideas and details in two pieces of information about the same topic.
  • SL.3.1 I can successfully participate in discussions.
  • SL.3.1.AI can come to discussions prepared to share my ideas because I have read or studied what I needed to.
  • SL.3.1.B I can listen, wait to speak until it’s my turn and be respectful of others when I am having discussions.
  • SL.3.1.C I can ask questions to help me understand discussions, stay on topic and to help me to connect my ideas with other people’s ideas.
  • SL.3.1.D I can explain my own thinking and ideas after a discussion.
  • SL.3.2 I can figure out the main ideas and details of what I see and hear.
  • SL.3.3 I can ask and answer questions about what a speaker says so that I can talk more about the topic.
  • SL.3.4 I can give a report or share a story or experience with important details to help others understand.
  • SL.3.4 I can speak clearly and at an appropriate speed when I give a report or share a story or experience.
  • SL.3.6 I can speak in complete sentences to make what I am sharing more clear to others.

4th Grade

  • RF.4.4.A I can read and understand fourth grade texts.
  • RL.4.1 I can explain a story by referring to details and examples in the text.
  • RL.4.2 I can figure out the theme of a fiction text by thinking about the details in the text.
  • RL.4.3 I can use specific details in fiction text to help me describe a character, setting or event in the story.
  • RL.4.4 I can figure out the meanings of words and phrases an author uses.
  • RL.4.5 I can write or talk about the differences between poems, plays and fictional stories.
  • RL.4.6 I can compare and contrast different stories by thinking about the points of view from which they are told.
  • RL.4.6 I can tell the difference between first- and third- person narrators.
  • RL.4.7 I can make connections between a written text and a visual or oral presentation of the same text.
  • RL.4.9 I can compare and contrast how authors from different cultures write about similar themes (e.g., good vs. evil) in stories, myths and traditional literature.
  • RL.4.9 I can compare and contrast how authors from different cultures write about patterns of events (e.g., the quest) in stories, myths and traditional literature.
  • RL.4.10 I can read and understand fourth grade stories, plays and poems independently.
  • SL.4.1 I can effectively participate in different types of discussions and with different people.
  • SL.4.1 I can build on others’ ideas and express my own ideas clearly.
  • SL.4.1.A I can come to discussions prepared to share my ideas because I have read or studied the required material.
  • SL.4.1.A I can use what I know and what I have read to explore new ideas about a topic during a discussion.
  • SL.4.1.B I can follow agreed-upon rules for discussion and carry out my assigned role.
  • SL.4.1.C I can ask and answer questions to help me understand discussions, stay on topic and that contribute to others’ ideas and remarks.
  • SL.4.1.D I can think about what is discussed and explain any new thinking that I have.
  • SL.4.2 I can paraphrase text that is read aloud or information that is presented to me.
  • SL.4.3 I can identify the reasons or evidence that a speaker gives to support his/her points.
  • SL.4.4 I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.
  • SL.4.4 I can speak clearly and at an appropriate pace when I give a report or share a story or experience.
  • L.4.3 I can write, speak, read and listen by using my knowledge of the English language.
  • L.4.3.A I can choose interesting words and phrases to help others understand my ideas better.
  • L.4.4 I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.
  • L.4.4.A I can use context clues to figure out the meanings of words or phrases.
  • L.4.5.A I can explain the meaning of simple similes and metaphors in context.
  • L.4.6 I can figure out and use fourth grade words that show specific actions, emotions or states of being.
  • L.4.6 I can figure out and use fourth grade words that are centered around a specific topic.

5th Grade

  • RF.5.4 I can fluently read and understand books at my level well.
  • RF.5.4.A I can read and understand fifth grade texts.
  • RF.5.4.B I can read fifth grade books and poems aloud accurately, at the right speed and with expression.
  • RF.5.4.C I can use context clues to help me figure out or correct words I am having trouble with.
  • RL.5.1 I can accurately quote from a fiction text when I am explaining what it says.
  • RL.5.1 I can accurately quote from a fiction text to support inferences that I have made.
  • RL.5.2 I can determine the theme of a fiction text by thinking about the details in the text.
  • RL.5.2 I can explain how characters respond to challenges when discussing the theme of a story.
  • RL.5.2 I can summarize a fiction text in my own words.
  • RL.5.3 I can compare and contrast characters, setting or events using details in the text to support my comparison.
  • RL.5.4 I can determine the meanings of words and phrases an author uses.
  • RL.5.4 I can understand the meaning of figurative language in a fiction text.
  • RL.5.4 I can understand similes and metaphors in fiction texts.
  • RL.5.5 I can explain how chapters, scenes or stanzas fit together to give structure to stories, plays and poems.
  • RL.5.6 I can describe how a narrator’s or speaker’s point of view influences a fiction text.
  • RL.5.7 I can explain how visuals contribute to a story.
  • RL.5.9 I can compare and contrast similar themes or topics in stories from the same fiction genre.
  • RL.5.10 I can read and understand fifth grade stories, plays and poems independently.
  • SL.5.1 I can effectively participate in different types of discussions and with different people about 5th grade topics and texts.
  • SL.5.1 I can build on others’ ideas and express my own ideas clearly.
  • SL.5.1.A I can come to discussions prepared to share my ideas because I have read or studied the required material.
  • SL.5.1.A I can use what I know and what I have read to explore new ideas about a topic during a discussion.
  • SL.5.1.B I can follow agreed-upon rules for discussion and carry out my assigned role.
  • SL.5.1.C I can ask and answer questions by making comments that contribute to the discussion and build upon others’ ideas and remarks.
  • SL.5.1.D I can think about new ideas being discussed and then draw my own conclusions based on what I have learned.
  • SL.5.2 I can summarize text that is read aloud or information that is presented to me.
  • SL.5.3 I can summarize the points a speaker makes and explain the speaker’s reasons and evidence for those points.
  • SL.5.4 I can report on a topic or present my opinion logically using appropriate facts and details to support my main idea.
  • SL.5.4 I can speak clearly and at an appropriate pace when I give a report or share my opinion.
  • L.5.5 I can show that I understand the deeper meanings of words and phrases.

6th Grade

  • RL.6.1 I can refer to the text to support my thoughts and draw inferences about a story.
  • RL.6.2 I can use details from the text to determine the theme or message of a story.
  • RL.6.2 I can give a summary of the story without adding my opinions or judgments.
  • RL.6.3 I can describe how the plot of a story or drama unfolds in a sequence of events.
  • RL.6.3 I can describe how the characters in a story or drama change as a story moves towards its conclusion.
  • RL.6.4 I can figure out the deeper meanings of words and phrases as they are used in a story.
  • RL.6.4 I can think and talk about the effects that specific words have on the meaning or tone of a story.
  • RL.6.5 I can think and talk about how specific parts of a story,
  • play or poem fit into the overall text and contribute to the development of the theme, setting or plot.
  • RL.6.6 I can explain how an author develops the point of view of the narrator or speaker in a text.
  • RL.6.7 I can tell the difference between what I “see” and “hear” when reading a story or drama to what I notice when I listen or watch the same story.
  • RL.6.9 I can compare and contrast similar themes or topics in various fiction genres.
  • RL.6.10 I can read and understand stories, dramas and poems at my grade level and above (with help where needed).
  • SL.6.1 I can effectively participate in different types of discussions and with different people about 6th grade topics, texts and issues.
  • SL.6.1 I can build on others’ ideas and express my own ideas clearly.
  • SL.6.1.A I can come to discussions prepared to share my ideas because I have read or studied the required material.
  • SL.6.1.A I can participate in discussions more effectively by using examples and evidence from the text to help me reflect on the ideas in the discussion.
  • SL.6.1.B I can follow rules, set goals, meet deadlines and carry out my assigned role in shared discussions with peers.
  • SL.6.1.C I can ask and answer questions using appropriate explanations or details that add to the discussion of a topic, text or issue.
  • SL.6.1.D I can think through the ideas in a discussion and show that I understand different perspectives by sharing my thoughts and restating what others have said.
  • SL.6.4 I can present claims and findings in a logical order using relevant descriptions, facts and details to support the main idea.
  • SL.6.4 I can use appropriate eye contact and volume, as well as speak clearly, when I present ideas to others.
  • L.6.4 I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.
  • L.6.4.A I can use context clues to figure out what words or phrases mean.
  • L.6.5 I can show that I understand the deeper meanings of words and phrases.
  • L.6.5.A I can use context clues to discover the meaning of figurative language (similes, metaphors, personification, idioms, hyperboles, onomatopoeia, puns or oxymorons).
  • L.6.5.C I can understand the slight differences between words with very similar definitions.
  • L.6.6 I can learn and use new vocabulary appropriate for 6th grade.
  • L.6.6 I can show new knowledge of vocabulary when I think about how words or phrases that are important to meaning or expression.

7th Grade

  • RL.7.1 I can refer to the text to find several examples to support my thoughts and inferences about a story.
  • RL.7.2 I can use details from the text to determine the theme or message of a story.
  • RL.7.2 I can give an unbiased summary of a story.
  • RL.7.3 I can explain how elements of a story work together.
  • RL.7.4 I can figure out the deeper meanings of words and phrases as they are used in a story.
  • RL.7.4 I can identify several types of figurative language in a text.
  • RL.7.6 I can think and talk about how an author develops and contrasts the points of view of the different characters or narrators in a text.
  • RL.7.9 I can explain the similarities and differences between historical and fictional accounts of an event.
  • RL.7.9 I can explain how historical events, settings or characters are represented in fictional texts.
  • RL.7.10 I can read and understand stories, dramas and poems at my grade level and above (with help where needed).
  • SL.7.1 I can effectively participate in different types of discussions and with different people about 7th grade topics, texts and issues.
  • SL.7.1 I can build on others’ ideas and express my own ideas clearly in discussions with others.
  • SL.7.1A I can come to discussions prepared to share my ideas because I have read or studied the required material.
  • SL.7.1A I can participate in discussions more effectively by using examples and evidence from the text to help me reflect on the ideas in the discussion.
  • SL.7.1B I can follow rules, set goals, track my progress, meet deadlines and carry out my assigned role in shared discussions with peers.
  • SL.7.1C I can ask questions and comment about a topic to encourage others to respond and stay on topic during discussions.
  • SL.7.1D I can consider other points of view that may change my own understanding during discussions with others.
  • SL.7.3 I can outline specific claims and link them to a speaker’s argument.
  • SL.7.3 I can determine whether or not there is enough relevant evidence to support an argument.
  • SL.7.4 I can use appropriate eye contact and volume, as well as speak clearly, when I present ideas to others.
  • L.7.4 I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.
  • L.7.4A I can use context clues to figure out what words or phrases mean.
  • L.7.4D I can make a guess about a word or phrase’s meaning and then check my understanding using reference materials.
  • L.7.5 I can show that I understand the deeper meanings of words and phrases.
  • L.7.5B I can use the relationships between words to help me better understand each of the individual words (ex: synonym/antonym or analogy).
  • L.7.5C I can understand the slight differences between words with very similar definitions.
  • L.7.6 I can learn and use new vocabulary appropriate for seventh grade.
  • L.7.6 I can show new knowledge of vocabulary when I think about how words or phrases are important to meaning or expression.

8th Grade

  • RL.8.1 I can refer to the text and find specific examples that strongly support my thoughts and inferences about a story.
  • RL.8.2 I can use details from the text to determine the theme or message of a story.
  • RL.8.2 I can give an unbiased summary of a story.
  • RL.8.2 I can explain how characters, setting and plot interact to support and develop the theme.
  • RL.8.3 I can explain how dialogue and actions in a story work together to develop the story.
  • RL.8.3 I can explain how a character’s actions can develop the plot and reveal more about the character.
  • RL.8.4 I can figure out the deeper meanings of words and phrases as they are used in a story.
  • RL.8.4 I can identify several types of figurative language in a text.
  • RL.8.4 I can identify how certain word choices influence the meaning and tone of a text.
  • RL.8.4 I can identify how the author’s analogies or allusions to other texts influence meaning and tone of an informational text.
  • RL.8.5 I can compare and contrast two or more texts.
  • RL.8.5 I can explain how the structural differences of two or more texts contribute to their meaning and style.
  • RL.8.6 I can tell the points of view of each of the characters in a text.
  • RL.8.6 I can identify the difference between the character’s and the reader’s points of view.
  • RL.8.6 I can analyze how differences in the character’s and the reader’s points of view create suspense or humor.
  • RL.8.10 I can read and understand stories, dramas and poems at my grade level independently.
  • RI.8.1 I can give examples of key portions in an informational text that support my thoughts and inferences about the text.
  • RI.8.2 I can find more than one central idea in a text and explain how the ideas develop throughout the text.
  • RI.8.2 I can give an unbiased summary of a piece of informational text.
  • RI.8.2 I can explain how supporting ideas develop and relate to the central idea of a text.
  • RI.8.3 I can compare and contrast individuals, ideas and events in a text.
  • RI.8.4 I can figure out the meanings of words and phrases in a piece of informational text by thinking about how they are used.
  • RI.8.4 I can analyze the impact of an author’s word choice on the meaning and tone of a piece of informational text.
  • RI.8.4 I can identify and explain how word choice in analogies and allusions to other texts affects the meaning and tone of an informational text.
  • RI.8.5 I can explain how sentences support the main idea of a paragraph.
  • RI.8.6 I can determine an author’s point of view in a piece of informational text and explain how the author acknowledges and responds to other’s opinions.
  • RI.8.9 I can analyze two or more texts on the same topic to identify examples of conflicting facts or interpretation.
  • SL.8.1 I can effectively participate in different types of discussions and with different people about 8th grade topics, texts and issues.
  • SL.8.1 I can build on others’ ideas and express my own ideas clearly in discussions with others.
  • SL.8.1A I can come to discussions prepared to share my ideas because I have read or studied the required material.
  • SL.8.1A I can participate in discussions more effectively by using examples and evidence from the text to help me reflect on the ideas in the discussion.
  • SL.8.1B I can follow rules, set goals, meet deadlines and carry out my assigned role in shared discussions and decision-making with peers.
  • SL.8.1C I can ask questions to connect group members’ ideas and answer questions with relevant information.
  • SL.8.1D I can consider others’ view points, but continue to support my own view with evidence.
  • SL.8.4 I can use appropriate eye contact and volume, as well as speak clearly, when I present ideas to others.
  • L.8.4 I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.
  • L.8.4A I can use context clues to figure out what words or phrases mean.

9th Grade

  • I can demonstrate comprehension of key ideas and details of grade-level literary and informational texts. 
  • I can make inferences using relevant textual evidence (details, examples, information). 
  • I can summarize the key details and identify the central idea. 
  • I can determine or clarify the meaning of unknown vocabulary. 
  • I can analyze how complex characters are introduced, developed, and connected to the plot. 
  • I can identify the connections and/or the distinctions between individuals, events, and ideas in a text. 
  • I can analyze and evaluate an author’s craft and structure.I can identify and interpret the author’s use of word choice and literary devices and analyze how they shape the meaning of a text. 
  • I can analyze how the structure of a text influences its meaning. 
  • I can determine how a narrator’s point of view is influenced by culture and time period (literary). 
  • I can determine the author’s point of view or purpose and identify the argumentative strategies used (informational). 
  • I can evaluate how one or more works address similar themes or topics. 
  • I can analyze the theme in one or more diverse forms, media, or genres and determine which details are emphasized in each account. 
  • I can analyze the validity of reasoning and sufficiency of evidence and identify faulty reasoning (informational). 
  • I can demonstrate my understanding and listening skills through small group and in-class discussions independently or in response to a prompt. 
  • I can prepare for and participate effectively with partners, building on the ideas of others, and expressing myself clearly and persuasively. 
  • I can integrate and evaluate information presented in various formats.
  • I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  • I can present information effectively. 
  • I can present information clearly, concisely, and logically. 
  • I can use natural, effective body language and appropriate eye contact. 
  • I can demonstrate my command of formal English and adapt my speech to a variety of contexts. 

10th Grade

  • I can demonstrate comprehension of key ideas and details of grade-level literacy and informational texts.
  • I can make inferences using relevant textual evidence (details, examples, information).
  • I can summarize the key details and identify the central idea or theme.
  • I can analyze how complex characters are introduced, developed, and connected to the plot or theme.
  • I can identify the connections and/or the distinctions between individuals, events, and ideas in a text.
  • I can analyze and evaluate an author’s craft and structure.
  • I can interpret the author’s use of words and phrases (figurative, connotative, technical) and analyze how they shape meaning and tone.
  • I can analyze how the structure of a text (parallel plots, flashbacks, pacing) influence its meaning.
  • I can determine how a narrator’s point of view is influenced by culture and time period.
  • I can analyze the theme in two or more diverse forms, media, or genres and determine which details are emphasized in each account.
  • I can analyze the validity of reasoning and sufficiency of evidence and identify fallacious reasoning.
  • I can demonstrate my understanding and listening skills through small group and in-class discussions with limited teacher facilitation and prompts.
  • I can prepare for and participate effectively with partners, building on the ideas of others and expressing myself clearly and persuasively.
  • I can integrate and evaluate information presented in various formats.
  • I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
  • I can demonstrate my ability to structure and present orally.
  • I can present information clearly, concisely, and logically.
  • I can use natural, effective body language and appropriate eye contact.
  • I can demonstrate my command of formal English and adapt my speech to a variety of contexts.

11th Grade

  • I can demonstrate comprehension of key ideas and details of grade-level literary and informational texts.
  • I can make inferences using relevant textual evidence (details, examples, information). 
  • I can summarize the key details and identify the central idea or theme. 
  • I make perceptive inferences using well-selected textual evidence (details, examples, information). 
  • I make inferences using relevant textual evidence (details, examples, information). 
  • I make inferences using limited textual evidence (details, examples, information). 
  • I make superficial inferences that may or may not be supported by textual evidence. 
  • I concisely summarize the key details and identify the central idea or theme. 
  • I accurately summarize the key details and identify the central idea or theme. 
  • I attempt to summarize and begin to identify the central idea or theme. 
  • I inaccurately summarize and/or make superficial attempts to identify main ideas or theme. 
  • I can analyze and evaluate an author’s craft and structure.I can identify and interpret the author’s word choice and literary devices and analyze how they shape the meaning of a text. 
  • I can analyze how the structure of a text influences its meaning.
  • I can determine how a narrator’s point of view is influenced by culture and time period (literary). 
  • I can determine the author’s point of view or purpose and identify the argumentative strategies used (informational). 
  • I can evaluate how two or more works address similar themes or topics. 
  • I can analyze the theme in two or more diverse forms, media, or genres and determine which details are emphasized in each account. 
  • I can analyze the validity of reasoning and sufficiency of evidence and identify faulty reasoning (informational). 
  • I can initiate and participate effectively in a range of collaborative discussions. 
  • I can come prepared in order to participate effectively. 
  • I can work with peers to set clear goals and guidelines, establishing individual roles as needed. 
  • I can promote discussion by posing and responding to questions that verify or challenge ideas and conclusions. 
  • I can respond thoughtfully to diverse perspectives. 
  • I can present information effectively, using natural and appropriate body language, eye contact, volume, rate of speech, and inflection.
  • I can present meaningful and appropriate content clearly, concisely, and logically.
  • I can use natural, effective body language and appropriate eye contact. 
  • I can present information using diverse formats, including digital media. 
  • I can demonstrate my command of formal English and adapt my speech to a variety of contexts.

12th Grade

  • I can select and apply effective words and syntax.
  • I can choose words that are thoughtful and precise to establish an appropriate and/or engaging voice. 
  • I can demonstrate comprehension of key ideas and details of grade-level literary and informational texts. 
  • I can make inferences using relevant textual evidence (details, examples, information). 
  • I can summarize the key details and identify the central idea or theme. 
  • I can analyze and evaluate an author’s craft and structure.
  • I can interpret the author’s use of words and phrases (figurative, connotative, technical) and analyze how they shape meaning and tone. 
  • I can analyze and evaluate how the structure of a text influences its meaning. 
  • I can determine how a narrator’s point of view shapes the content and style of a text (including satire, sarcasm, irony, and understatement).
  • I can recognize the effect of the author’s choices (literary). 
  • I can identify an author’s point of view and analyze the rhetorical style and its influence (informational). 
  • I can evaluate how two or more works address similar themes or topics. 
  • I can analyze the theme in two or more diverse forms, media, or genres and determine which details are emphasized in each account. 
  • I can analyze the validity of reasoning and sufficiency of evidence and identify faulty reasoning (informational). 
  • I can initiate and participate effectively in a range of collaborative discussions. I can come prepared in order to participate effectively. 
  • I can work with peers to set clear goals and guidelines, establishing individual roles as needed. 
  • I can promote discussion by posing and responding to questions that verify or challenge ideas and conclusions. 
  • I can respond thoughtfully to diverse perspectives. 
  • I can present information effectively, using natural and appropriate body language, eye contact, volume, rate of speech, and inflection.
  • I can present meaningful and appropriate content clearly, concisely, and logically. 
  • I can use natural, effective body language and appropriate eye contact. 
  • I can demonstrate my command of formal English and adapt my speech to a variety of contexts.
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