Chetek-Weyerhaeuser Middle School
English 6 Units and Learning Targets
English 6A
Unit 1 Grammar and Usage
Learning Targets
1. I can write a complete subject and predicate using nouns in the context of a simple
sentence.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete subject and predicate using nouns in the context of
a simple sentence.
Descriptor
Definition
Proficient
I can write a complete subject and predicate using
nouns in the context of a simple sentence.
Developing
I can recognize when the subject is missing from a
sentence.
Basic
I can categorize the different types of nouns (common,
proper, abstract, concrete, collective).
Minimal
I can describe a noun. I can identify the meaning of
different types of nouns.
No Evidence
I display no evidence of the learning target.
2. I can write a complete sentence using adjectives in a simple sentence.
Learning I can write a complete sentence using adjectives in a simple sentence.
Target
Proficiency Descriptor
Definition
4
Proficient
I can write a complete sentence using adjectives in a
simple sentence.
3
Developing
I can add different types of adjectives to a simple
sentence.
2
Basic
I can select the different types of adjectives (what kind,
how many, which one, how much) and can categorize
them.
1
Minimal
I can define an adjective. I can identify the different
types of adjectives.
0
No Evidence
I display no evidence of the learning target.
3. I can write a complete subject and predicate using verbs in the context of a simple
sentence.
Learning I can write a complete subject and predicate using verbs in the context of a
Target
simple sentence.
Proficiency Descriptor
Definition
Mrs. Schofield
2/22/2017
1
4
Proficient
3
Developing
2
Basic
1
Minimal
0
No Evidence
I can write a complete subject and predicate using
verbs in the context of a simple sentence.
I can recognize when the verb is missing from a
sentence.
I can categorize the different types of verbs (linking,
action, helping). I can recognize when the predicate is
missing from a sentence.
I can describe a verb. I can identify the different types
of verbs.
I display no evidence of the learning target.
4. I can apply a spelling strategy to new words and use the correct homophone in the
context of my own sentence.
Learning
Target
Proficiency
4
3
2
1
0
I can apply a spelling strategy to new words and use the correct
homophone in the context of my own sentence.
Descriptor
Definition
Proficient
I can apply a spelling strategy to new words and use
the correct homophone in the context of my own
sentence.
Developing
I can spell the correct word in the context of my own
sentence.
Basic
I can select the correct word in the context of a
sentence.
Minimal
I can select the meaning of the word when given the
context of a sentence.
No Evidence
I display no evidence of the learning target.
Unit 2 Conventions
Learning Targets
1. I can capitalize proper nouns and make corrections in capitalization errors in a
sentence.
Learning
Target
Proficiency
4
3
2
1
Mrs. Schofield
I can capitalize proper nouns (names, cities, states, days, months and titles)
and make corrections in capitalization errors in a sentence.
Descriptor
Definition
Proficient
I can capitalize proper nouns (names, cities, states,
days, months and titles) and make corrections in
capitalization errors in a sentence.
Developing
I can identify errors in capitalization (names, cities,
states, days, months and titles) in a sentence.
Basic
I can generate proper nouns from common nouns and
capitalize the proper nouns.
Minimal
I can capitalize the beginning of a sentence and my
name.
2/22/2017
2
0
No Evidence
I display no evidence of the learning target.
Unit 3 Writing Process
Learning Targets
1. I can improve my rough draft by making changes to sentence structure, verb choice,
language, content, and mechanics to create a polished writing piece.
Learning
Target
I can improve my rough draft by making changes to sentence structure,
verb choice, language, content, and mechanics to create a polished writing
piece.
Proficiency Descriptor
Definition
4
Proficient
I can improve my rough draft by making changes to
sentence structure, verb choice, language, content, and
mechanics to create a polished writing piece.
3
Developing
I make some changes to verb choice and language in
my rough draft.
2
Basic
I can write a rough draft from my graphic organizer.
1
Minimal
I can brainstorm my ideas in a graphic organizer.
0
No Evidence
I display no evidence of the learning target.
Unit 4 Unknown Words
Learning Targets
1. I can look up an unknown word using a dictionary to check my prediction and make
adjustments.
Learning
Target
Proficiency
4
3
2
1
0
I can look up an unknown word using a dictionary to check my prediction
and make adjustments.
Descriptor
Definition
Proficient
I can look up an unknown word using a dictionary to
check my prediction and make adjustments.
Developing
I can use context clues within the text and background
knowledge to make a prediction
Basic
I can use background knowledge to understand an
unknown word.
Minimal
I can identify an unknown word.
No Evidence
I display no evidence of the learning target.
Unit 5 Walk Two Moons (28 days)
Learning Targets
1. I can analyze a character by what is directly stated in the text and support my analysis
with 2 pieces of evidence.
Learning
Mrs. Schofield
I can analyze a character by what is directly stated in the text and support
2/22/2017
3
Target
my analysis with 2 pieces of evidence.
Proficiency Descriptor
Definition
4
Proficient
I can analyze a character by what is directly stated in
the text and support my analysis with 2 pieces of
evidence.
3
Developing
I can describe a character by analyzing what is directly
stated in the text. (character’s actions, dialogue,
thoughts/feelings, and other characters)
2
Basic
I can categorize examples of direct characterization.
1
Minimal
I can identify the meaning of direct characterization.
0
No Evidence
I display no evidence of the learning target.
2. I can analyze a character by what is not directly stated in the text to make a thoughtful
inference and support my analysis with 2 pieces of evidence from the text.
Learning
Target
I can analyze a character by what is not directly stated in the text to make
a thoughtful inference and support my analysis with 2 pieces of evidence
from the text.
Proficiency Descriptor
Definition
4
Proficient
I can analyze a character by what is not directly stated
in the text to make a thoughtful inference and support
my analysis with 2 pieces of evidence from the text.
3
Developing
I can describe a character by analyzing text that does
not directly state a character trait (character’s actions,
dialogue, thoughts/feelings, or other characters).
2
Basic
I can categorize examples of indirect characterization.
1
Minimal
I can identify the meaning of indirect characterization.
0
No Evidence
I display no evidence of the learning target.
3. I can explain the purpose of figurative language (simile, metaphor, idiom, and
personification) in a particular passage of a story.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Schofield
I can explain the purpose of figurative language (simile, metaphor, idiom,
and personification) in a particular passage of a story.
Descriptor
Definition
Proficient
I can explain the purpose of figurative language
(simile, metaphor, idiom, and personification) in a
particular passage of a story.
Developing
I can explain the meaning of a figure of speech (simile,
metaphor, idiom, onomatopoeia, and personification).
Basic
I can categorize various figures of speech (simile,
metaphor, idiom, onomatopoeia, and personification).
Minimal
I can match various figures of speech (simile,
metaphor, idiom, onomatopoeia, and personification)
to their definitions.
No Evidence
I display no evidence of the learning target.
2/22/2017
4
4. I can create a beginning in a personal narrative that engages the reader with a lead,
introduces the main character(s), describes the setting, and presents the main problem.
Learning
Target
I can create a beginning in a personal narrative that engages the reader
with a lead, introduces the main character(s), describes the setting, and
presents the main problem.
Proficiency Descriptor
Definition
4
Proficient
I can create a beginning in a personal narrative that
engages the reader with a lead, introduces the main
character(s), describes the setting, and presents the
main problem.
3
Developing
I can create a beginning that has introduced the main
character, the setting, and the main problem.
2
Basic
I can read various narrative leads and determine the
author’s craft (snapshot, sound, action and dialogue). I
can begin a narrative that is loosely connected to my
remaining story.
1
Minimal
I can identify the purpose of the beginning and identify
various leads (snapshot, sound, action, and dialogue)
that introduce a narrative.
0
No Evidence
I display no evidence of the learning target.
5. I can engage my reader by developing a character in a personal narrative.
Learning I can engage my reader by developing a character in a personal narrative.
Target
Proficiency Descriptor
Definition
4
Proficient
I can engage my reader by developing a character
through the use direct and indirectcharacterization in a
personal narrative.
3
Developing
I can develop a character through the use of direct
characterization, sensory language, and active verbs
when describing 2 attempts to solve the problem.
2
Basic
I can read various narratives and determine the
author’s craft in developing a character (character’s
actions, thoughts or feelings and meaningful dialogue).
I can develop a character by describing the first
attempt to solve the problem.
1
Minimal
I can identify the purpose of the middle part of a
narrative in narrative writing.
0
No Evidence
I display no evidence of the learning target.
6. I can create an ending to a narrative that continues to engage the reader, resolves the
main problem, and provides a thoughtful reflection of the experience.
Learning
Mrs. Schofield
I can create an ending to a narrative that continues to engage the reader,
2/22/2017
5
Target
resolves the main problem, and provides a thoughtful reflection of the
experience.
Proficiency Descriptor
Definition
4
Proficient
I can create an ending to a narrative that continues to
engage the reader, resolves the main problem, and
provides a thoughtful reflection of the experience.
3
Developing
I can create an ending that has logically solved the
main problem, used active verbs and sensory language,
and included what was learned from the experience.
2
Basic
I can read various narrative endings and determine the
resolution and reflection. I can end a narrative that is
loosely connected to my remaining story.
1
Minimal
I can identify the purpose of the ending part of a
narrative.
0
No Evidence
I display no evidence of the learning target.
7. I can write figurative language and active verbs in the context of a narrative.
Learning
Target
Proficiency
4
3
2
1
0
I can write figurative language and active verbs in the context of a
narrative.
Descriptor
Definition
Proficient
I can write figurative language and active verbs in the
context of a narrative.
Developing
I can write a sentence using figurative language and
active verbs.
Basic
I can read various narratives and highlight the use of
figurative language and active verbs.
Minimal
I can identify figurative language and active verbs.
No Evidence
I display no evidence of the learning target.
8. I can write fluently with various sentence beginnings, transitions that show time and
place, and a consistent point of view in a narrative piece of writing.
Learning
Target
I can write fluently with various sentence beginnings, transitions that show
time and place, and a consistent point of view in a narrative piece of
writing.
Proficiency Descriptor
Definition
4
Proficient
I can write fluently with various sentence beginnings,
transitions that show time and place, and a consistent
point of view in a narrative piece of writing.
3
Developing
I can add in various sentence beginnings, transitions
that show time and place, and a consistent point of
view to a narrative piece of writing.
2
Basic
I can read various narratives and recognize the use of
or omission of varied sentence beginnings, transitions
that show time and place, and a consistent point of
Mrs. Schofield
2/22/2017
6
1
Minimal
0
No Evidence
view.
I can identify varied sentence beginnings, transitions,
and a consistent point of view.
I display no evidence of the learning target.
Unit 6 Independent Reading Comprehension
Learning Targets
1. I can read and comprehend text at a lexile of 850 or above with an 80% level of
mastery.
Learning
Target
Proficiency
4
3
2
1
0
I can read and comprehend text at a lexile of 850 or above with an 80%
level of mastery.
Descriptor
Definition
Proficient
I can read and comprehend text at a lexile of 850 or
above with a 90% or above level of mastery.
Developing
I can read and comprehend text at a lexile of 850 or
above with a 80% to 89% level of mastery.
Basic
I can read and comprehend text at a lexile of 850 or
above with a 70% to 79% level of mastery.
Minimal
I can read and comprehend text at a lexile of 850 or
above with a 69% or below level of mastery.
No Evidence
I display no evidence of the learning target.
2. I can write a well-developed answer to a constructed response question.
Learning I can write a well-developed answer to a constructed response question.
Target
Proficiency Descriptor
Definition
4
Proficient
I can write a well-developed answer to a constructed
response question.
3
Developing
I can paraphrase my evidence from the text.
2
Basic
I can highlight evidence to support my answers in the
text.
1
Minimal
I can read informational text and identify the central
idea.
0
No Evidence
I display no evidence of the learning target.
English 6B
Unit 1 Grammar and Usage (15%)
Learning Targets
1. I can write a compound sentence.
Learning
Mrs. Schofield
I can write a compound sentence.
2/22/2017
7
Target
Proficiency Descriptor
4
Proficient
3
Developing
2
1
0
Basic
Minimal
No Evidence
Definition
I can write a compound sentence.
I can combine two sentences to form a compound
sentence.
I can categorize simple and compound sentences.
I can identify the parts of a compound sentence.
I display no evidence of the learning target.
2. I can write a complete sentence using adjectives.
Learning
Target
Proficiency
4
3
I can write a complete sentence using adjectives.
Descriptor
Proficient
Developing
2
Basic
1
Minimal
0
No Evidence
Definition
I can write a complete sentence using adjectives.
I can add different types of adjectives to a simple
sentence.
I can categorize the different types of adjectives (what
kind, how many, which one, how much) and can
categorize them.
I can describe an adjective and identify different types
of adjectives.
I display no evidence of the learning target.
3. I can write a complex sentence.
Learning
Target
Proficiency
4
3
I can write a complex sentence.
Descriptor
Proficient
Developing
2
Basic
1
0
Minimal
No Evidence
Definition
I can write a complex sentence.
I can combine two sentences to form a complex
sentence.
I can categorize simple, compound, and complex
sentences.
I can identify the parts of a compound sentence.
I display no evidence of the learning target.
4. I can apply a spelling strategy to new words and use the correct homophone in the
context of my own sentence.
Learning
Target
Proficiency
4
Mrs. Schofield
I can apply a spelling strategy to new words and use the correct
homophone in the context of my own sentence.
Descriptor
Definition
Proficient
I can apply a spelling strategy to new words and use
the correct homophone in the context of my own
sentence.
2/22/2017
8
3
Developing
2
Basic
1
Minimal
0
No Evidence
I can spell the correct word in the context of my own
sentence.
I can select the correct word in the context of a
sentence.
I can select the meaning of the word when given the
context of a sentence.
I display no evidence of the learning target.
Unit 2 Conventions (5%)
Learning Targets
1. I can write a complete sentence using commas where appropriate in an address,
series, dialogue, direct address, appositive, compound sentence, or complex sentence.
Learning
Target
I can write a complete sentence using commas where appropriate in an
address, series, dialogue, direct address, appositive, compound sentence,
or complex sentence.
Proficiency Descriptor
Definition
4
Proficient
I can write a complete sentence using commas where
appropriate in an address, date, series, dialogue, direct
address, appositive, compound sentence, or complex
sentence.
3
Developing
I can fix missing comma errors and understand the
reason for the error.
2
Basic
I can identify when commas are missing in a sentence
in an address, series, dialogue, direct address,
appositive, compound sentence, and complex sentence.
1
Minimal
I identify the function of a comma in a sentence.
0
No Evidence
I display no evidence of the learning target.
Unit 3 Writing Process (5%)
Learning Targets
1. I can improve my rough draft by making changes to sentence structure, verb choice,
language, content, and mechanics to create a polished writing piece.
Learning
Target
I can improve my rough draft by making changes to sentence structure,
verb choice, language, content, and mechanics to create a polished writing
piece.
Proficiency Descriptor
Definition
4
Proficient
I can improve my rough by making changes to
sentence structure, verb choice, language, content, and
mechanics to create a polished writing piece.
3
Developing
I make some changes to verb choice and language in
my rough draft.
2
Basic
I can write a rough draft from my graphic organizer.
Mrs. Schofield
2/22/2017
9
1
0
Minimal
No Evidence
I can brainstorm my ideas in a graphic organizer.
I display no evidence of the learning target.
Unit 4 Unknown Words (5%)
Learning Targets
1. I can demonstrate that I understand the meaning of the unknown word by using it in
my own sentence.
Learning
Target
Proficiency
4
3
2
1
0
I can demonstrate that I understand the meaning of the unknown word by
using it in my own sentence.
Descriptor
Definition
Proficient
I can demonstrate that I understand the meaning of the
unknown word by using it in my own sentence.
Developing
I can look up an unknown word using a dictionary to
check my prediction and make adjustments.
Basic
I can use background knowledge or context clues to
make a prediction.
Minimal
I can identify an unknown word.
No Evidence
I display no evidence of the learning target.
Unit 5 Maniac Magee (34 days) (40%)
Learning Targets
1. I can describe how each piece of the plot unfolds in Maniac Magee.
Learning I can describe how each piece of the plot unfolds in Maniac Magee.
Target
Proficiency Descriptor
Definition
4
Proficient
I can describe how each piece of the plot unfolds in
Maniac Magee.
3
Developing
I can match the plot elements to the episodes in
Maniac Magee.
2
Basic
I can explain the role of each plot element in a
narrative.
1
Minimal
I can list the plot elements in a plot diagram.
0
No Evidence
I display no evidence of the learning target.
2. I can explain how the particular events in Maniac Magee support the genre of a
legend using evidence from the text.
Learning
Target
Proficiency
4
Mrs. Schofield
I can explain how the particular events in Maniac Magee support the genre
of a legend using evidence from the text.
Descriptor
Definition
Proficient
I can explain how the particular events in Maniac
Magee support the genre of a legend using evidence
2/22/2017
10
3
Developing
2
Basic
1
0
Minimal
No Evidence
from the text.
I can identify particular events in Maniac Magee that
are part real and part fiction.
I can categorize texts from legends versus realistic
fiction.
I can define legend and realistic fiction.
I display no evidence of the learning target.
3. I can explain how a dynamic character in Maniac Magee changes using evidence
from the text.
Learning
Target
Proficiency
4
3
2
1
0
I can explain how a dynamic character in Maniac Magee changes using
evidence from the text.
Descriptor
Definition
Proficient
I can explain how a dynamic character in Maniac
Magee changes using evidence from the text.
Developing
I can recognize dynamic and static characters in
Maniac Magee.
Basic
I can categorize characters from movies, other books,
or cartoons as dynamic or static.
Minimal
I can identify the difference between a dynamic and
static character.
No Evidence
I display no evidence of the learning target.
4. I can explain how the main conflict in Maniac Magee drives the plot.
Learning I can explain how the main conflict in Maniac Magee drives the plot.
Target
Proficiency Descriptor
Definition
4
Proficient
I can explain how the main conflict in Maniac Magee
drives the plot.
3
Developing
I can determine the conflicts within Maniac Magee
(character vs. character, character vs. society, character
vs. nature, and character vs. self).
2
Basic
I can categorize internal conflicts (character vs. self)
and external conflicts (character vs. character,
character vs. society, and character vs. nature) in a
text.
1
Minimal
I can identify the meanings of an internal and an
external conflict.
0
No Evidence
I display no evidence of the learning target.
5. I can organize an imaginative narrative in paragraph form with beginning, middle,
and ending.
Learning
Mrs. Schofield
I can organize an imaginative narrative in paragraph form with beginning,
2/22/2017
11
Target
middle, and ending.
Proficiency Descriptor
Definition
4
Proficient
I can organize an imaginative narrative in paragraph
form with an inviting introduction, a middle that
develops the plot, and a resolution that solves the
problem in an impossible way.
3
Developing
I can organize a personal narrative that has a
beginning, middle, and end with evidence of the use of
a plot diagram. The story sequence is loosely
connected. The beginning clearly establishes the
purpose and the ending resolves the conflict.
2
Basic
I can organize a narrative that shows a basic beginning,
middle, and end. The beginning establishes the
purpose and the ending loosely resolves the conflict.
1
Minimal
I can organize a narrative with some story sequence.
The beginning, middle, and/or ending is loosely
connect to the topic.
0
No Evidence
I display no evidence of the learning target.
6. I can create a beginning to my imaginative narrative with an inviting lead,
background information, and 2 exaggerations about my well-known legend.
Learning
Target
I can create a beginning to my imaginative narrative with an inviting lead,
background information, and 2 exaggerations about my well-known
legend.
Proficiency Descriptor
Definition
4
Proficient
I can create a beginning to my imaginative narrative
with an inviting lead, background information, and 2
exaggerations about my well-known legend.
3
Developing
I can create a beginning that includes a lead and
background information.
2
Basic
I can read various leads and determine the author’s
craft. I can create a beginning that loosely connects to
my middle and end.
1
Minimal
I can identify the purpose of the beginning.
0
No Evidence
I display no evidence of the learning target.
7. I can develop the middle of my legend with the rising action, a climax, and 4
elements of tall tale.
Learning
Target
Proficiency
4
Mrs. Schofield
I can develop the middle of my legend with the rising action, a climax,
and 4 elements of tall tale.
Descriptor
Definition
Proficient
I can develop the middle of my legend with 2 miniproblems, a climax, and 4 elements of tall tale.
2/22/2017
12
3
Developing
2
Basic
1
Minimal
0
No Evidence
I can develop how my legend uses his/her superhuman ability to solve mini-problems and include
some elements of a tall tale (fact and fiction, active
verbs, sensory language, or extreme exaggerations).
I can read various imaginative narratives and
determine the elements of fiction. I can develop how
my legend uses his/her super-human ability to solve a
mini-problem.
I can identify the purpose of the middle part of a
legend.
I display no evidence of the learning target.
8. I can end my legend by solving the big problem in an unrealistic way that explains a
historical, geographical, or cultural fact.
Learning
Target
Proficiency
4
3
2
1
0
I can end my legend by solving the big problem in an unrealistic way that
explains a historical, geographical, or cultural fact.
Descriptor
Definition
Proficient
I can end my legend by solving the big problem in an
unrealistic way that explains a historical, geographical,
or cultural fact and restating my topic.
Developing
I can end my tall tale be solving a big problem and
restating my topic.
Basic
I can read various tall tales and determine the author’s
craft in the ending. I end my legend by solving the big
problem and loosely connecting my ending to the
middle.
Minimal
I can identify the purpose of the ending part of tall tale.
No Evidence
I display no evidence of the learning target.
9. I can write a fluent legend with various sentence beginnings, transitions that show
time and place, and a consistent point of view.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Schofield
I can write a fluent legend with various sentence beginnings, transitions
that show time and place, and a consistent point of view.
Descriptor
Definition
Proficient
I can write a fluent legend with various sentence
beginnings, transitions that show time and place, and a
consistent point of view.
Developing
I can add in various sentence beginnings and
transitions that show time and place using a resource.
Basic
I can add in various transitions and sentence
beginnings with support from my teacher.
Minimal
I can identify varied sentence beginnings and
transitions in a narrative.
No Evidence
I display no evidence of the learning target.
2/22/2017
13
Unit 6 Dogsong (23 days) (20%)
Learning Targets
1. I can write a passage to create a specific mood.
Learning
Target
Proficiency
4
3
2
1
0
I can write a passage to create a specific mood.
Descriptor
Proficient
Developing
Basic
Minimal
No Evidence
Definition
I can write a passage to create a specific mood.
I can categorize passages from texts that create specific
negative or positive moods for the reader.
I can find words or phrases that create mood in a text.
I can identify the meaning of the literary term mood.
I display no evidence of the learning target.
2. I can write a sentence with context clues to show that I know the meaning of a word
as it relates to the book, Dogsong.
Learning
Target
Proficiency
4
3
2
1
0
I can write a sentence with context clues to show that I know the meaning
of a word as it relates to the book, Dogsong.
Descriptor
Definition
Proficient
I can write a sentence with context clues to show that I
know the meaning of a word as it relates to the book,
Dogsong.
Developing
I can place the vocabulary word in the correct sentence
using context clues.
Basic
I can look up the word to confirm my prediction or
make changes to my definition.
Minimal
I can use context clues to predict the meaning of words
related to the Inuit culture.
No Evidence
I display no evidence of the learning target.
3. I can analyze a passage from Dogsong and write the event from a different point of
view.
Learning
Target
Proficiency
4
3
2
1
Mrs. Schofield
I can analyze a passage from Dogsong and write the event from a different
point of view.
Descriptor
Definition
Proficient
I can analyze a passage from Dogsong and write the
event from a different point of view.
Developing
I can reflect on a passage from Dogsong by explaining
the point of view and providing evidence from the text
to support the point of view.
Basic
I can categorize different points of view in selected
passages.
Minimal
I can identify differences in first, second, third person2/22/2017
14
0
No Evidence
limited, and third person-omniscient points of view.
I display no evidence of the learning target.
4. I can explain how the main character in Dogsong grows throughout the novel using
evidence from the text.
Learning
Target
Proficiency
4
3
2
1
0
I can explain how the main character in Dogsong grows throughout the
novel using evidence from the text.
Descriptor
Definition
Proficient
I can explain how the main character in Dogsong
grows throughout the novel using evidence from the
text.
Developing
I can chart characteristics of the main character that are
indirectly stated throughout the text.
Basic
I can chart characteristics of the main character that are
directly stated throughout the text.
Minimal
I can identify the meaning of a dynamic character and
a static character.
No Evidence
I display no evidence of the learning target.
5. I can write a summary with the big ideas from a chapter in Dogsong using the GIST
strategy.
Learning
Target
Proficiency
4
3
2
1
0
I can write a summary with the big ideas from a chapter in Dogsong using
the GIST strategy.
Descriptor
Definition
Proficient
I can write a summary with the big ideas from a
chapter in Dogsong using the GIST strategy.
Developing
I can write a summary from a chapter in Dogsong with
big ideas and some small ideas using the GIST
strategy.
Basic
I can recognize a summary that only includes the big
ideas of a text.
Minimal
I can identify the big ideas and the small ideas that
relate to a text.
No Evidence
I display no evidence of the learning target.
Unit 7 Independent Reading Comprehension (10%)
Learning Targets
1. I can read and comprehend text at a lexile of 850 or above with an 80% level of
mastery.
Learning I can read and comprehend text at a lexile of 850 or above with an 80%
Target
level of mastery.
Proficiency Descriptor
Definition
Mrs. Schofield
2/22/2017
15
4
Proficient
3
Developing
2
Basic
1
Minimal
0
No Evidence
I can read and comprehend text at a lexile of 850 or
above with a 90% or above level of mastery.
I can read and comprehend text at a lexile of 850 or
above with a 80% to 89% level of mastery.
I can read and comprehend text at a lexile of 850 or
above with a 70% to 79% level of mastery.
I can read and comprehend text at a lexile of 850 or
above with a 69% or below level of mastery.
I display no evidence of the learning target.
2. I can write a well-developed answer to a constructed response question.
Learning I can write a well-developed answer to a constructed response question.
Target
Proficiency Descriptor
Definition
4
Proficient
I can write a well-developed answer to a constructed
response question.
3
Developing
I can paraphrase my evidence from the text.
2
Basic
I can highlight evidence to support my answers in the
text.
1
Minimal
I can read informational text and identify the central
idea.
0
No Evidence
I display no evidence of the learning target.
English 6C
Unit 1 Grammar and Usage (8%)
Learning Targets
1. I can write a complete sentence using pronouns in the correct context.
Learning I can write a complete sentence using pronouns in the correct context.
Target
Proficiency Descriptor
Definition
4
Proficient
I can write a complete sentence using pronouns in the
correct context.
3
Developing
I can substitute the appropriate pronoun to replace a
noun in a sentence.
2
Basic
I can categorize the different types of pronouns
(personal vs. possessive and subject vs. object).
1
Minimal
I can identify a pronoun and its antecedent in the
context of a sentence.
0
No Evidence
I display no evidence of the learning target.
Unit 2 Conventions (21%)
Mrs. Schofield
2/22/2017
16
Learning Targets
1. I can write a complete sentence using commas where appropriate in an address,
series, dialogue, direct address, appositive, compound sentence, and complex
sentence.
Learning
Target
I can write a complete sentence using commas where appropriate in an
address, series, dialogue, direct address, appositive, compound sentence,
and complex sentence.
Proficiency Descriptor
Definition
4
Proficient
I can write a complete sentence using commas where
appropriate in an address, date, series, dialogue, direct
address, appositive, compound sentence, and complex
sentence.
3
Developing
I can fix missing comma errors and understand the
reason for the error.
2
Basic
I can identify when commas are missing in a sentence
in an address, series, dialogue, direct address,
appositive, compound sentence, and complex sentence.
1
Minimal
I identify the function of a comma in a sentence.
0
No Evidence
I display no evidence of the learning target.
2. I can write complete sentences using apostrophes to show ownership in plural and
singular nouns.
Learning
Target
Proficiency
4
3
2
1
0
I can write complete sentences using apostrophes to show ownership in
plural and singular nouns.
Descriptor
Definition
Proficient
I can write complete sentences using apostrophes to
show ownership in plural and singular nouns.
Developing
I can identify missing apostrophes to show ownership
in plural and singular nouns and fix them.
Basic
I can categorize plural and singular nouns.
Minimal
I can identify the purpose of an apostrophe in a noun.
No Evidence
I display no evidence of the learning target.
3. I can make corrections to fragments and run-ons in a paragraph.
Learning I can make corrections to fragments and run-ons in a paragraph.
Target
Proficiency Descriptor
Definition
4
Proficient
I can make corrections to fragments and run-ons in a
paragraph.
3
Developing
I can make corrections to a fragment.
2
Basic
I can categorize fragments and run-ons.
1
Minimal
I can identify the meaning of a run-on and a fragment.
Mrs. Schofield
2/22/2017
17
0
No Evidence
I display no evidence of the learning target.
Unit 3 Writing Process (8%)
Learning Targets
1. I can revise the rough draft through peer and teacher feedback by making changes to
sentence structure, organization, verb choice, language, or content to create a polished
writing piece.
Learning
Target
I can revise the rough draft through peer and teacher feedback by making
changes to sentence structure, organization, verb choice, language, or
content to create a polished writing piece.
Proficiency Descriptor
Definition
4
Proficient
I can revise the rough draft through peer and teacher
feedback by making changes to sentence structure,
organization, verb choice, language, or content to
create a polished writing piece.
3
Developing
I can write a rough draft using my graphic organizer.
2
Basic
I can brainstorm using a graphic organizer.
1
Minimal
I can identify the steps in the writing process.
0
No Evidence
I display no evidence of the learning target.
Unit 4 Independent Reading Comprehension (8%)
Learning Targets
1. I can read and comprehend text at my independent level with an 80% level of
mastery.
Learning
Target
Proficiency
4
3
2
1
0
I can read and comprehend text at my independent level with an 80% level
of mastery.
Descriptor
Definition
Proficient
I can read and comprehend text at my independent
level with an 80% level of mastery.
Developing
I can read and comprehend text at my independent
level with a 60% to 79% level of mastery.
Basic
I can read and comprehend text at my independent
level with a 40% to 59% level of mastery.
Minimal
I can read and comprehend text at my independent
level with a 20% to 39% level of mastery.
No Evidence
I display no evidence of the learning target.
Unit 5 Literature Circles (30 days) (21%)
Learning Targets
1. I can write 3 thoughtful “think marks” that are developed from Thinking Beyond the
Text resource.
Mrs. Schofield
2/22/2017
18
Learning
Target
Proficiency
4
3
2
1
0
I can write 3 thoughtful “think marks” that are developed from Thinking
Beyond the Text resource.
Descriptor
Definition
Proficient
I can write 3 thoughtful “think marks” that are
developed from Thinking Beyond the Text resource.
Developing
I can write 2 thoughtful “think marks” using the
Thinking Beyond the Text resource.
Basic
I can write 2 “think marks” using the Thinking Within
the Text and Thinking Beyond the Text resource.
Minimal
I can write 2 “think marks” using the Thinking Within
the Text resource.
No Evidence
I display no evidence of the learning target.
2. I can thoughtfully respond to a prompt in an organized fashion and extend my
reasoning beyond the text.
Learning
Target
Proficiency
4
3
2
1
0
I can thoughtfully respond to a prompt in an organized fashion and extend
my reasoning beyond the text.
Descriptor
Definition
Proficient
I can thoughtfully respond to a prompt in an organized
fashion and extend my reasoning beyond the text.
Developing
I can respond to the using complete sentences.
Basic
I can respond to a prompt with minimal prompting .
Minimal
I can respond to a prompt with scaffolding.
No Evidence
I display no evidence of the learning target.
3. I can discuss in small groups my literary analysis of the text by sharing my think
marks, providing evidence in the text, and adding on to other’s think marks.
Learning
Target
I can discuss in small groups my literary analysis of the text by sharing my
think marks, providing evidence in the text, and adding on to other’s think
marks.
Proficiency Descriptor
Definition
4
Proficient
I can share 3 or more thoughtful think marks written
from the goals chosen from Thinking Beyond the Text
using textual evidence. I can add on a minimum of 3
times to other’s think marks using the text talk from
the Discussion Anchor Chart.
3
Developing
I can share 2 thoughtful think marks written from the
goals chosen from Thinking Beyond the Text using
textual evidence. I can add on 2-3 times to other’s
think marks using the text talk from the Discussion
Anchor Chart.
2
Basic
I can share 1-2 thoughtful think marks written from the
goals chosen from Thinking Within the Text and
Mrs. Schofield
2/22/2017
19
1
Minimal
0
No Evidence
Thinking Beyond the Text. I can add on 1-2 times to
other’s think marks using the text talk from the
Discussion Anchor Chart.
I can share 1-2 thoughtful think marks written from the
goals chosen from Thinking Within the Text. I can add
on 1-2 times to other’s think marks using the text talk
from the Discussion Anchor Chart.
I display no evidence of the learning target.
Unit 6 Persuasive Writing (33 days) (34%)
Learning Targets
1. I can organize a 5 paragraph persuasive essay with an introduction, a body with 3
supporting reasons, and a conclusion.
Learning
Target
Proficiency
4
3
2
1
0
I can organize a 5 paragraph persuasive essay with an introduction, a body
with 3 supporting reasons, and a conclusion.
Descriptor
Definition
Proficient
I can organize a 5 paragraph persuasive essay with an
introduction that has a claim, a body that has 3
supporting reasons, and a conclusion that restates my
claim.
Developing
I can support each reason with evidence.
Basic
I can write a claim and create topic sentences that state
my reasons.
Minimal
I can create a concept map that illustrates the five parts
of the essay.
No Evidence
I display no evidence of the learning target.
2. I can write an introduction to a persuasive essay that has an engaging lead, a
definitive claim, and introduces my reasons.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Schofield
I can write an introduction to a persuasive essay that has an engaging lead,
a definitive claim, and introduces my reasons.
Descriptor
Definition
Proficient
I can write an introduction to a persuasive essay that
has an engaging lead, a definitive claim, and
introduces my reasons.
Developing
I can write a claim and introduce my reasons to a given
persuasive prompt.
Basic
I can read various persuasive essays and determine the
author’s craft. I can write a claim to a persuasive
prompt.
Minimal
I can identify the purpose of the introduction .
No Evidence
I display no evidence of the learning target.
2/22/2017
20
3. I can write a paragraph for each reason and provide credible evidence to support my
claim.
Learning
Target
Proficiency
4
3
2
1
0
I can write a paragraph for each reason and provide credible evidence to
support my claim.
Descriptor
Definition
Proficient
I can write a well-supported paragraph for each reason
and provide 3 credible pieces of evidence to support
my claim.
Developing
I can write a topic sentence and provide 2 pieces of
evidence to support my claim.
Basic
I can read various persuasive essays and determine the
reasons and supporting evidence. I can write a topic
sentence for each of my reasons to a given prompt.
Minimal
I can identify the purpose of the body of a persuasive
essay.
No Evidence
I display no evidence of the learning target.
4. I can write a closing paragraph that includes my claim restated, a summary of my
reasons, and a call to action from the reader.
Learning
Target
Proficiency
4
3
2
1
0
I can write a closing paragraph that includes my claim restated, a summary
of my reasons, and a call to action from the reader.
Descriptor
Definition
Proficient
I can write a thoughtful closing paragraph that includes
my claim restated, a summary of my reasons, and a
call to action from the reader.
Developing
I can write a closing that restates my claim and
summarizes my reasons to a given persuasive prompt.
Basic
I can read various persuasive essays and determine the
author’s craft, summary of the reasons, and
restatement of the author’s claim. I can restate my
claim.
Minimal
I can identify the purpose of the conclusion of a
persuasive essay.
No Evidence
I display no evidence of the learning target.
5. I can write a fluent persuasive essay with various sentence beginnings, transitions that
indicate reasons and evidence, and a consistent point of view in a persuasive essay.
Learning
Target
I can write a fluent persuasive essay with various sentence beginnings,
transitions that indicate reasons and evidence, and a consistent point of
view in a persuasive essay.
Proficiency Descriptor
Definition
4
Proficient
I can write a fluent persuasive essay with various
sentence beginnings, transitions that indicate reasons
Mrs. Schofield
2/22/2017
21
Mrs. Schofield
3
Developing
2
Basic
1
Minimal
0
No Evidence
and evidence, and a consistent point of view in a
persuasive essay.
I can write various sentence beginnings and add
transitions to a persuasive to help with its flow.
I can read various persuasive essays and determine the
author’s use of varied sentence beginnings, transitions,
and a consistent point of view. I can add transitions
with scaffolding.
I can identify the purpose of varied sentences,
transitions, and a consistent point of view.
I display no evidence of the learning target.
2/22/2017
22