I Can Objectives 6th Language Arts Standards
Reading Standards For Literature
I can cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
I can determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
I can analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
I can explain how an author develops the point of view of the narrator or speaker in a text.
I can compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
I can compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.
I can read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Standards for Informational Text
I can analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
I can determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
I can integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
I can trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not
I can compare and contrast one author’s presentation of events with that of another.
I can read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking and Listening
I can come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
I can follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
I can pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
I can review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
I can interpret information presented in diverse media and formats.
I can delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence form claims that are not.
I can present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes, use appropriate eye contact, adequate volume, and clear pronunciation.
I can include multimedia components and visual displays in presentations to clarify information.
I can adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
I can ensure that pronouns are in the proper case.
I can use intensive pronouns.
I can recognize and correct inappropriate shifts in pronoun number and person.
I can recognize and correct vague pronouns.
I can recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
I can use punctuation to set off nonrestrictive/parenthetical elements.
I can use correct spelling.
I can vary sentence patterns for meaning, reader/listener interest, and style.
I can maintain consistency in style and tone.
I can use context as a clue to the meaning of a word or phrase.
I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
I can consult reference materials, both print and digital, to find the pronunciation of a word or clarify its precise meaning or its part of speech.
I can verify the preliminary determination of the meaning of a word or phrase.
I can interpret figures of speech in context.
I can use the relationship between particular words to better understand each of the words.
I can distinguish among the connotations of words with similar denotations.
I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.