Chetek-Weyerhaeuser Middle School
Reading-English 7-8 Units and Learning Targets
Reading-English 7-8 A
Unit 1 Reading Comprehension
Learning Targets
1. I can independently apply reading strategies to comprehend a target reading passage
assessment with 100% selection mastery.
Learning
Target
Proficiency
4
3
2
1
0
I can independently apply reading strategies to comprehend a target
reading passage assessment with 100% selection mastery.
Descriptor
Definition
Proficient
I can independently apply reading strategies to
comprehend a target reading passage with 100%
selection mastery.
Developing
I can independently apply reading strategies to
comprehend a target reading passage assessment with
75 to 99% level in selection mastery.
Basic
I can independently apply reading strategies to
comprehend a target reading passage assessment with
50 to 74% level in selection mastery.
Minimal
I can independently apply reading strategies to
comprehend a target reading passage assessment with
10 to 49% level in selection mastery.
No Evidence
I display no evidence of the learning target.
2. I can write a well-developed answer to a target constructed response question.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can write a well-developed answer to a target constructed response
question.
Descriptor
Definition
Proficient
I can write a well-developed answer to a target
constructed response question.
Developing
I can paraphrase my evidence from the target reading
constructed response question.
Basic
I can highlight to discuss the target reading constructed
response question.
Minimal
I can recall the target reading passage and identify the
main concept.
No Evidence
I display no evidence of the learning target.
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1
Unit 2 Target Passage Reading Fluency
Learning Target
1. I can validate an increase in my reading fluency 75 or more cwpm (correct words per
minute) from a cold read (first) to the hot read (final) on a target reading passage.
Learning
Target
I can validate an increase in my reading fluency 75 or more cwpm (correct
words per minute) from a cold read (first) to the hot read (final) on a target
reading passage.
Proficiency Descriptor
Definition
4
Proficient
I can validate an increase in my reading fluency 75 or
more cwpm (correct words per minute) from a cold
read (first) to the hot read (final) on a target reading
passage.
3
Developing
I can demonstrate an increase in my reading fluency 60
to 74 cwpm (correct words per minute) from a cold
read (first) to the hot read (final) on a target reading
passage.
2
Basic
I can increase my reading fluency 25 to 59 cwpm
(correct words per minute) from a cold read (first) to
the hot read (final) on a target reading passage.
1
Minimal
I can increase my reading fluency up to 24 cwpm
(correct words per minute) from a cold read (first) to
the hot read (final) on a target reading passage.
0
No Evidence
I display no evidence of the learning target.
Unit 3 Systematic Decoding
Learning Targets
1. I can independently pronounce and select three examples of short and long sounds for
the vowel letters a, i, o, u, and e.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can independently pronounce and select three examples of short and long
sounds for the vowel letters a, i, o, u, and e.
Descriptor
Definition
Proficient
I can independently pronounce and select three
examples of short and long sounds for the vowel letters
a, i, o, u, and e.
Developing
I can independently pronounce short and long sounds
for the vowel letters a, i, o, u, and e.
Basic
I can model short and long sounds for the vowel letters
a, i, o, u, and e with minimal instructor assistance.
Minimal
I can identify short and long sounds for the vowel
letters a, i, o, u, and e.
No Evidence
I display no evidence of the learning target.
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2
2. I can independently pronounce the major sounds for high-frequency vowel
combinations ay, ai, au, er, ir, ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the
major and minor sounds for ow (low, down), oo (moon, book), and ea (meat,
thread).
Learning
Target
I can independently pronounce the major sounds for high-frequency vowel
combinations ay, ai, au, er, ir, ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou
and the major and minor sounds for ow (low, down), oo (moon, book),
and ea (meat, thread).
Proficiency Descriptor
Definition
4
Proficient
I can independently pronounce the major sounds for
high-frequency vowel combinations ay, ai, au, er, ir,
ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the major
and minor sounds for ow (low, down), oo (moon,
book), and ea (meat, thread).
3
Developing
I can fluidly pronounce the major sounds for highfrequency vowel combinations ay, ai, au, er, ir, ur, ar,
a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the major and
minor sounds for ow (low, down), oo (moon, book),
and ea (meat, thread).
2
Basic
I can pronounce the major sounds for high-frequency
vowel combinations ay, ai, au, er, ir, ur, ar, a-e, i-e,
e-e, u-e, oi, or, ee, ea, ou and the major and minor
sounds for ow (low, down), oo (moon, book), and ea
(meat, thread) with minimal instructor guidance.
1
Minimal
I can identify the major sounds for high-frequency
vowel combination ay, ai, au, er, ir, ur, ar, a-e, i-e, ee, u-e, oi, or, ee, ea, ou with multiple instructor
prompts.
0
No Evidence
I display no evidence of the learning target.
3. I can select the REWARDS strategies (prefix/suffix) to decode multisyllabic words
containing two to eight word parts.
Learning
Target
Proficiency
4
3
2
Mrs. Evans
I can select the REWARDS strategies (prefix/suffix) to decode
multisyllabic words containing two to eight word parts.
Descriptor
Definition
Proficient
I can select the REWARDS strategies (prefix/suffix) to
decode multisyllabic words containing two to eight
word parts.
Developing
I can apply the REWARDS strategies (prefix/suffix) to
decode multisyllabic words containing two to five
word parts.
Basic
I can model REWARDS strategies (prefix/suffix) to
decode multisyllabic words with minimal instructor
3/3/2017
3
1
Minimal
0
No Evidence
assistance.
I can identify REWARDS strategies (prefix/suffix) to
decode multisyllabic words.
I display no evidence of the learning target.
Unit 4 Grammar and Usage
Learning Targets
1. I can write a complete subject and predicate using nouns in the context of simple and
compound sentences.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete subject and predicate using nouns in the context of
simple and compound sentences.
Descriptor
Definition
Proficient
I can write a complete subject and predicate using
nouns in the context of simple and compound
sentences.
Developing
I can write a complete subject and predicate in the
context of a simple sentence.
Basic
I can categorize the types of nouns as common and
proper, and recognize when the subject is missing from
a sentence.
Minimal
I can describe a noun and identify nouns in context of a
subject in a sentence.
No Evidence
I display no evidence of the learning target.
2. I can compose a complete sentence using adjectives in the context of simple and
compound sentences.
Learning
Target
Proficiency
4
3
2
1
0
I can compose a complete sentence using adjectives in the context of
simple and compound sentences.
Descriptor
Definition
Proficient
I can compose a complete sentence using adjectives in
the context of simple and compound sentences.
Developing
I can write different types of adjectives to a simple and
compound sentence.
Basic
I can differentiate the types of adjectives (what kind,
how many, which one) and can categorize them.
Minimal
I can describe an adjective and identify adjectives in
the context of a sentence.
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 simple and
compound sentences.
Learning
Mrs. Evans
I can write a complete subject and predicate using verbs in the context of
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4
Target
simple and compound sentences.
Proficiency Descriptor
Definition
4
Proficient
I can write a complete subject and predicate using
singular and plural verbs in the context of simple and
compound sentences.
3
Developing
I can write a complete subject and predicate using in
singular and plural verbs in the context of a simple
sentence.
2
Basic
I can categorize the different types of verbs (linking,
action, helping) and recognize when the predicate is
missing from a sentence.
1
Minimal
I can describe and identify a verb in a sentence.
0
No Evidence
I display no evidence of the learning target.
4. I can write a sentence using the right words: its and it’s; their, there, and they’re: your
and you’re; and affect and effect.
Learning
Target
Proficiency
4
3
2
1
0
I can write a sentence using the right words: its and it’s; their, there, and
they’re: your and you’re; and affect and effect.
Descriptor
Definition
Proficient
I can write a sentence using the right words: its and
it’s; their, there, and they’re; and your and you’re.
Developing
I can select a homophone in the context of a sentence:
its and it’s; their, there, and they’re; you and you’re;
and affect and effect.
Basic
I can articulate the correct meaning of the given
homophone: its and it’s; their, there, and they’re; you
and you’re; and affect and effect.
Minimal
I can identify the meaning of a homophone.
No Evidence
I display no evidence of the learning target.
Unit 5 Conventions
Learning Targets
1. I can capitalize proper nouns (names, cities, states, days, months, titles) and make
corrections in capitalization errors in a sentence.
Learning
Target
Proficiency
4
3
2
Mrs. Evans
I can capitalize proper nouns (names, cities, states, days, months, titles)
and make corrections in capitalization errors in a sentence.
Descriptor
Definition
Proficient
I can capitalize proper nouns (names, cities, states,
days, months, titles) and make corrections in
capitalization errors in a sentence.
Developing
I can identify mistakes in capitalization (names, cities,
states, days, months, titles) in a sentence.
Basic
I can generate a list of proper nouns from common
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5
1
0
Minimal
No Evidence
nouns and capitalize the proper nouns.
I can capitalize the beginning of a sentence.
I display no evidence of the learning target.
2. I can write a complete sentence with the appropriate ending mark in a declarative,
imperative, interrogative, and exclamatory sentence.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete sentence with the appropriate ending mark in a
declarative, imperative, interrogative, and exclamatory sentence.
Descriptor
Definition
Proficient
I can write a complete sentence with the appropriate
ending mark in a declarative, imperative, interrogative,
and exclamatory sentence.
Developing
I can confirm and correct errors in ending marks for
declarative, imperative, interrogative, and exclamatory
sentences.
Basic
I can describe three out of the four types of sentences.
Minimal
I can identify when a sentence is missing an ending
punctuation.
No Evidence
I display no evidence of the learning target.
Unit 6 Target Vocabulary & Unknown Words
Learning Target
1. I can independently determine a target vocabulary or unknown word using a
dictionary to check my understanding using sentence context strategies and make
adjustments.
Learning
Target
I can independently determine a target vocabulary or unknown word using
a dictionary to check my understanding using sentence context strategies
to make adjustments.
Proficiency Descriptor
Definition
4
Proficient
I can independently determine a target vocabulary or
unknown word using a dictionary to check my
understanding using sentence context strategies to
make adjustments.
3
Developing
I can use context clues within the text and background
knowledge to generate a word meaning prediction.
2
Basic
I can use background knowledge (experience) to make
a prediction of an unknown word.
1
Minimal
I can identify an unknown word using context
strategies.
0
No Evidence
I display no evidence of the learning target.
Mrs. Evans
3/3/2017
6
Unit 7 Writing Process
Learning Targets
1. I can revise a rough draft through teacher feedback by making changes to sentence
structure, organization, verb choice, grammar usage, or content to compose a finished
writing piece.
Learning
Target
I can revise a rough draft through teacher feedback by making changes to
sentence structure, organization, verb choice, grammar usage, or content to
compose a finished writing piece.
Proficiency Descriptor
Definition
4
Proficient
I can revise a rough draft through teacher feedback by
making changes to sentence structure, organization,
verb choice, grammar usage, or content to compose a
finished writing piece.
3
Developing
I can write a rough draft using a graphic organizer.
2
Basic
I can brainstorm ideas 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.
2. I can independently complete my narrative in paragraph formation that contains three
paragraphs a beginning, middle, and conclusion.
Learning
Target
Proficiency
4
3
2
1
0
I can independently complete my narrative in paragraph formation that
contains three paragraphs a beginning, middle, and conclusion.
Descriptor
Definition
Proficient
I can independently complete my narrative in
paragraph formation that contains three paragraphs a
beginning, middle, and conclusion.
Developing
I can complete a three paragraph narrative using a
graphic organizer and teacher feedback.
Basic
I can organize the beginning, middle and conclusion
paragraphs using a graphic organizer.
Minimal
I can describe a basic understanding in paragraph
format and use one to two sentences per paragraph in
the beginning, middle and conclusion.
No Evidence
I display no evidence of the learning target.
Reading-English 7-8 B
Unit 1 Reading Comprehension
Learning Targets
1. I can independently apply reading strategies to comprehend a target reading passage
assessment with 100% in selection mastery.
Mrs. Evans
3/3/2017
7
Learning
Target
Proficiency
4
3
2
1
0
I can independently apply reading strategies to comprehend a target
reading passage assessment with 100% in selection mastery.
Descriptor
Definition
Proficient
I can independently apply reading strategies to
comprehend a target reading passage with 100% in
selection mastery.
Developing
I can independently apply reading strategies to
comprehend a target reading passage assessment with
75 to 99% level in selection mastery.
Basic
I can independently apply reading strategies to
comprehend a target reading passage assessment with
50 to 74% level in selection mastery.
Minimal
I can independently apply reading strategies to
comprehend a target reading passage assessment with
10 to 49% level in selection mastery.
No Evidence
I display no evidence of the learning target.
2. I can write a well-developed answer to a target constructed response question.
Learning
Target
Proficiency
4
3
2
1
0
I can write a well-developed answer to a target constructed response
question.
Descriptor
Definition
Proficient
I can write a well-developed answer to a target
constructed response question.
Developing
I can paraphrase my evidence from the target reading
constructed response question.
Basic
I can highlight to discuss the target reading constructed
response question.
Minimal
I can recall the target reading passage and identify the
main concept.
No Evidence
I display no evidence of the learning target.
Unit 2 Target Passage Reading Fluency
Learning Target
1. I can validate an increase in my reading fluency 75 or more cwpm (correct words per
minute) from a cold read (first) to the hot read (final) on a target reading passage.
Learning
Target
I can validate an increase in my reading fluency 75 or more cwpm (correct
words per minute) from a cold read (first) to the hot read (final) on a target
reading passage.
Proficiency Descriptor
Definition
4
Proficient
I can validate an increase in my reading fluency 75 or
more cwpm (correct words per minute) from a cold
read (first) to the hot read (final) on a target reading
Mrs. Evans
3/3/2017
8
3
Developing
2
Basic
1
Minimal
0
No Evidence
passage.
I can demonstrate an increase in my reading fluency 60
to 74 or more cwpm (correct words per minute) from a
cold read (first) to the hot read (final) on a target
reading passage.
I can increase my reading fluency 25 to 59 or more
cwpm (correct words per minute) from a cold read
(first) to the hot read (final) on a target reading
passage.
I can increase my reading fluency up to 24 cwpm
(correct words per minute) from a cold read (first) to
the hot read (final) on a target reading passage.
I display no evidence of the learning target.
Unit 3 Accelerated Reading Summative (Three per Trimester 2)
1. Learning Target
I can independently apply reading strategies to complete an Accelerated Reading book
assessment at 85% or above in selection mastery.
Learning
Target
I can independently apply reading strategies to complete an Accelerated
Reading book assessment at 85% accuracy or above in selection mastery.
Proficiency Descriptor
Definition
4
Proficient
I can independently apply reading strategies to
complete an Accelerated Reading book assessment at
85% accuracy or above in selection mastery.
3
Developing
I can complete an Accelerated Reading book
assessment at 75 to 84% in accuracy.
2
Basic
I can complete an Accelerated Reading book
assessment at 50 to 74% in accuracy.
1
Minimal
I can complete an Accelerated Reading book
assessment at 10 to 49% in accuracy.
0
No Evidence
I display no evidence of the learning target.
Unit 4 Systematic Decoding
Learning Targets
1. I can independently pronounce the major sounds for high-frequency vowel
combinations ay, ai, au, er, ir, ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the
major and minor sounds for ow (low, down), oo (moon, book), and ea (meat,
thread).
Learning
Target
Mrs. Evans
I can independently pronounce the major sounds for high-frequency vowel
combinations ay, ai, au, er, ir, ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou
and the major and minor sounds for ow (low, down), oo (moon, book),
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9
and ea (meat, thread).
Proficiency Descriptor
Definition
4
Proficient
I can independently pronounce the major sounds for
high-frequency vowel combinations ay, ai, au, er, ir,
ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the major
and minor sounds for ow (low, down), oo (moon,
book), and ea (meat, thread).
3
Developing
I can fluidly pronounce the major sounds for highfrequency vowel combinations ay, ai, au, er, ir, ur, ar,
a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the major and
minor sounds for ow (low, down), oo (moon, book),
and ea (meat, thread)
2
Basic
I can pronounce the major sounds for high-frequency
vowel combinations ay, ai, au, er, ir, ur, ar, a-e, i-e,
e-e, u-e, oi, or, ee, ea, ou and the major and minor
sounds for ow (low, down), oo (moon, book), and ea
(meat, thread) with minimal instructor guidance.
1
Minimal
I can identify the major sounds for high-frequency
vowel combination ay, ai, au, er, ir, ur, ar, a-e, i-e, ee, u-e, oi, or, ee, ea, ou with multiple instructor
prompts.
0
No Evidence
I display no evidence of the learning target.
2. I can select the REWARDS strategies (prefix/suffix) to decode multisyllabic words
containing two to eight word parts.
Learning
Target
Proficiency
4
3
2
1
0
I can select the REWARDS strategies (prefix/suffix) to decode
multisyllabic words containing two to eight word parts.
Descriptor
Definition
Proficient
I can select the REWARDS strategies (prefix/suffix) to
decode multisyllabic words containing two to eight
word parts.
Developing
I can apply the REWARDS strategies (prefix/suffix) to
decode multisyllabic words containing two to five
word parts.
Basic
I can model REWARDS strategies (prefix/suffix) to
decode multisyllabic words with minimal instructor
assistance.
Minimal
I can identify REWARDS strategies (prefix/suffix) to
decode multisyllabic words.
No Evidence
I display no evidence of the learning target.
3. I can write a context accurate sentence referencing REWARDS using at least two
affixes (prefix/suffix) per sentence.
Learning
Mrs. Evans
I can write a context accurate sentence referencing REWARDS using at
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10
Target
least two affixes (prefix/suffix) per sentence.
Proficiency Descriptor
Definition
4
Proficient
I can write a context accurate sentence referencing
REWARDS using at least two affixes (prefix/suffix)
per sentence.
3
Developing
I can apply the REWARDS concepts for affixes
(prefix/suffix) to draft a sentence.
2
Basic
I can model write a sentence using two affixes
(prefix/suffix) per sentence.
1
Minimal
I can independently identify affixes (prefix/suffix)
within a word.
0
No Evidence
I display no evidence of the learning target.
Unit 5 Grammar and Usage
Learning Targets
1. I can write a complete subject and predicate using nouns in the context of simple and
compound sentences.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete subject and predicate using nouns in the context of
simple and compound sentences.
Descriptor
Definition
Proficient
I can write a complete subject and predicate using
nouns in the context of simple and compound
sentences.
Developing
I can write a complete subject and predicate in the
context of a simple sentence.
Basic
I can categorize the types of nouns as common and
proper, and recognize when the subject is missing from
a sentence.
Minimal
I can describe a noun and identify nouns in context of a
subject in a sentence.
No Evidence
I display no evidence of the learning target.
2. I can compose a complete sentence using adjectives in the context of simple and
compound sentences.
Learning
Target
Proficiency
4
3
2
Mrs. Evans
I can compose a complete sentence using adjectives in the context of
simple and compound sentences.
Descriptor
Definition
Proficient
I can compose a complete sentence using adjectives in
the context of simple and compound sentences.
Developing
I can write different types of adjectives to a simple and
compound sentence.
Basic
I can differentiate the types of adjectives (what kind,
how many, which one) and can categorize them.
3/3/2017
11
1
Minimal
0
No Evidence
I can describe an adjective and identify adjectives in
the context of a sentence.
I display no evidence of the learning target.
3. I can write a complete subject and predicate using verbs in the context of simple and
compound sentences.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete subject and predicate using verbs in the context of
simple and compound sentences.
Descriptor
Definition
Proficient
I can write a complete subject and predicate using
singular and plural verbs in the context of simple and
compound sentences.
Developing
I can write a complete subject and predicate using
singular and plural verbs in the context of a simple
sentence.
Basic
I can categorize the different types of verbs (linking,
action, helping) and recognize when the predicate is
missing from a sentence.
Minimal
I can describe and identify a verb in a sentence.
No Evidence
I display no evidence of the learning target.
4. I can accurately compose a sentence using an antonym, synonym, and homophone.
Learning
Target
Proficiency
4
3
2
1
0
I can accurately compose a sentence using an antonym, synonym, and
homophone.
Descriptor
Definition
Proficient
I can accurately compose a sentence using an antonym,
synonym, and homophone.
Developing
I can articulate a sentence using an antonym, synonym,
or homophone.
Basic
I can use an information resource to choose a correct
antonym, synonym, and homophone.
Minimal
I can identify or describe an antonym, synonym, and
homophone.
No Evidence
I display no evidence of the learning target.
Unit 6 Conventions
Learning Targets
1. I can capitalize proper nouns (names, cities, states, days, months, titles) and make
corrections in capitalization errors in a sentence.
Learning I can capitalize proper nouns (names, cities, states, days, months, titles)
Target
and make corrections in capitalization errors in a sentence.
Proficiency Descriptor
Definition
Mrs. Evans
3/3/2017
12
4
Proficient
3
Developing
2
Basic
1
0
Minimal
No Evidence
I can capitalize proper nouns (names, cities, states,
days, months, titles) and make corrections in
capitalization errors in a sentence.
I can identify mistakes in capitalization (names, cities,
states, days, months, titles) in a sentence.
I can generate a list of proper nouns from common
nouns and capitalize the proper nouns.
I can capitalize the beginning of a sentence.
I display no evidence of the learning target.
2. I can write a complete sentence with the appropriate ending mark in a declarative,
imperative, interrogative, and exclamatory sentence.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete sentence with the appropriate ending mark in a
declarative, imperative, interrogative, and exclamatory sentence.
Descriptor
Definition
Proficient
I can write a complete sentence with the appropriate
ending mark in a declarative, imperative, interrogative,
and exclamatory sentence.
Developing
I can confirm and correct errors in ending marks for
declarative, imperative, interrogative, and exclamatory
sentences.
Basic
I can describe three out of four types of sentences.
Minimal
I can identify when a sentence is missing an ending
punctuation.
No Evidence
I display no evidence of the learning target.
Unit 7 Target Vocabulary & Unknown Words
Learning Target
1. I can independently determine a target vocabulary or unknown word using a
dictionary to check my understanding using sentence context strategies and make
adjustments.
Learning
Target
I can independently determine a target vocabulary or unknown word using
a dictionary to check my understanding using sentence context strategies
to make adjustments.
Proficiency Descriptor
Definition
4
Proficient
I can independently determine a target vocabulary or
unknown word using a dictionary to check my
understanding using sentence context strategies to
make adjustments.
3
Developing
I can use context clues within the text and background
knowledge to generate a word meaning prediction.
2
Basic
I can use background knowledge (experience) to make
a prediction of an unknown word.
Mrs. Evans
3/3/2017
13
1
0
Minimal
No Evidence
I can identify an unknown word in a sentence.
I display no evidence of the learning target.
Unit 8 Writing Process
Learning Targets
3. I can revise a rough draft through teacher feedback by making changes to sentence
structure, organization, verb choice, grammar usage, or content to compose a finished
writing piece.
Learning
Target
I can revise a rough draft through teacher feedback by making changes to
sentence structure, organization, verb choice, grammar usage, or content to
compose a finished writing piece.
Proficiency Descriptor
Definition
4
Proficient
I can revise a rough draft through teacher feedback by
making changes to sentence structure, organization,
verb choice, grammar usage, or content to compose a
finished writing piece.
3
Developing
I can write a rough draft using a graphic organizer.
2
Basic
I can brainstorm ideas 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.
4. I can independently complete my narrative in paragraph formation that contains three
paragraphs a beginning, middle, and conclusion.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can independently complete my narrative in paragraph formation that
contains three paragraphs a beginning, middle, and conclusion.
Descriptor
Definition
Proficient
I can independently complete my narrative in
paragraph formation that contains three paragraphs a
beginning, middle, and conclusion.
Developing
I can complete a three paragraph narrative using a
graphic organizer.
Basic
I can organize a beginning, middle, and conclusion
paragraphs using a graphic organizer with instructor
feedback.
Minimal
I can describe a basic understanding in paragraph
format and use at one to two sentences per paragraph,
in the beginning, middle and conclusion.
No Evidence
I display no evidence of the learning target.
3/3/2017
14
Reading-English Units and Learning Targets 7-8
Reading-English 7-8 C
Unit 1 Reading Comprehension
Learning Targets
1. I can independently apply reading strategies to comprehend a target reading passage
assessment with 100% in selection mastery.
Learning
Target
Proficiency
4
3
2
1
0
I can independently apply reading strategies to comprehend a target
reading passage assessment with 100% in selection mastery.
Descriptor
Definition
Proficient
I can independently apply reading strategies to
comprehend a target reading passage with 100% in
selection mastery.
Developing
I can independently apply reading strategies to
comprehend a target reading passage assessment with
75 to 99% level in selection mastery.
Basic
I can independently apply reading strategies to
comprehend a target reading passage assessment with
50 to 74% level in selection mastery.
Minimal
I can independently apply reading strategies to
comprehend a target reading passage assessment with
10 to 49% level in selection mastery.
No Evidence
I display no evidence of the learning target.
2. I can write a well-developed answer (two or more sentences) to a target constructed
response question.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can write a well-developed answer (two or more sentences) to a target
constructed response question.
Descriptor
Definition
Proficient
I can write a well-developed answer (two or more
sentences) to a target constructed response question.
Developing
I can paraphrase using one or two sentences as my
evidence on the target reading constructed response
question.
Basic
I can highlight parts of a passage to discuss the target
reading constructed response question.
Minimal
I can recall the target reading passage and identify the
main concept.
No Evidence
I display no evidence of the learning target.
3/3/2017
15
Unit 2 Target Passage Reading Fluency
Learning Target
1. I can validate an increase in my reading fluency 75 or more cwpm (correct words per
minute) from a cold read (first) to the hot read (final) on a target reading passage.
Learning
Target
I can validate an increase in my reading fluency 75 or more cwpm (correct
words per minute) from a cold read (first) to the hot read (final) on a target
reading passage.
Proficiency Descriptor
Definition
4
Proficient
I can validate an increase in my reading fluency 75 or
more cwpm (correct words per minute) from a cold
read (first) to the hot read (final) on a target reading
passage.
3
Developing
I can demonstrate an increase in my reading fluency 60
to 74 or more cwpm (correct words per minute) from a
cold read (first) to the hot read (final) on a target
reading passage.
2
Basic
I can increase my reading fluency 25 to 59 or more
cwpm (correct words per minute) from a cold read
(first) to the hot read (final) on a target reading
passage.
1
Minimal
I can increase my reading fluency up to 24 cwpm
(correct words per minute) from a cold read (first) to
the hot read (final) on a target reading passage.
0
No Evidence
I display no evidence of the learning target.
Unit 3 Accelerated Reading Summative (Three per Trimester)
Learning Target
1. I can independently apply reading strategies to complete an Accelerated Reading
book assessment at 90% or above in selection mastery.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can independently apply reading strategies to complete an Accelerated
Reading book assessment at 90% accuracy or above in selection mastery.
Descriptor
Definition
Proficient
I can independently apply reading strategies to
complete an Accelerated Reading book assessment at
90% accuracy or above in selection mastery.
Developing
I can complete an Accelerated Reading book
assessment at 75 to 89% in accuracy.
Basic
I can complete an Accelerated Reading book
assessment at 50 to 74% in accuracy.
Minimal
I can complete an Accelerated Reading book
assessment at 10 to 49% in accuracy.
No Evidence
I display no evidence of the learning target.
3/3/2017
16
Unit 4 Systematic Decoding
Learning Targets
1. I can independently pronounce the major sounds for high-frequency vowel
combinations ay, ai, au, er, ir, ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the
major and minor sounds for ow (low, down), oo (moon, book), and ea (meat,
thread).
Learning
Target
I can independently pronounce the major sounds for high-frequency vowel
combinations ay, ai, au, er, ir, ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou
and the major and minor sounds for ow (low, down), oo (moon, book),
and ea (meat, thread).
Proficiency Descriptor
Definition
4
Proficient
I can independently pronounce the major sounds for
high-frequency vowel combinations ay, ai, au, er, ir,
ur, ar, a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the major
and minor sounds for ow (low, down), oo (moon,
book), and ea (meat, thread).
3
Developing
I can fluidly pronounce the major sounds for highfrequency vowel combinations ay, ai, au, er, ir, ur, ar,
a-e, i-e, e-e, u-e, oi, or, ee, ea, ou and the major and
minor sounds for ow (low, down), oo (moon, book),
and ea (meat, thread)
2
Basic
I can pronounce the major sounds for high-frequency
vowel combinations ay, ai, au, er, ir, ur, ar, a-e, i-e,
e-e, u-e, oi, or, ee, ea, ou and the major and minor
sounds for ow (low, down), oo (moon, book), and ea
(meat, thread) with minimal instructor guidance.
1
Minimal
I can identify the major sounds for high-frequency
vowel combination ay, ai, au, er, ir, ur, ar, a-e, i-e, ee, u-e, oi, or, ee, ea, ou with multiple instructor
prompts.
0
No Evidence
I display no evidence of the learning target.
2. I can write a context accurate sentence referencing REWARDS using at least two
affixes (prefix/suffix) per sentence.
Learning
Target
Proficiency
4
3
2
Mrs. Evans
I can write a context accurate sentence referencing REWARDS using at
least two affixes (prefix/suffix) per sentence.
Descriptor
Definition
Proficient
I can write a context accurate sentence referencing
REWARDS using at least two affixes (prefix/suffix)
per sentence.
Developing
I can apply the REWARDS concepts for affixes
(prefix/suffix) to draft a sentence.
Basic
I can model write a sentence using two affixes
3/3/2017
17
1
Minimal
0
No Evidence
(prefix/suffix) per sentence.
I can independently identify affixes (prefix/suffix)
within a word.
I display no evidence of the learning target.
Unit 5 Grammar and Usage
Learning Targets
1. I can write a complete subject and predicate using nouns in the context of simple
compound, and complex sentences.
Learning
Target
Proficiency
4
3
2
1
0
I can write a complete subject and predicate using nouns in the context of
simple, compound, and complex sentences.
Descriptor
Definition
Proficient
I can write a complete subject and predicate using
nouns in the context of simple, compound, and
complex sentences.
Developing
I can write a complete subject and predicate in the
context of a simple sentence and compound sentence.
Basic
I can categorize the types of nouns as common and
proper, and recognize when the subject is missing from
a simple and compound sentence.
Minimal
I can describe a noun and identify nouns in context of a
subject in a sentence.
No Evidence
I display no evidence of the learning target.
Unit 6 Conventions
Learning Targets
1. I can capitalize proper nouns (names, cities, states, days, months, titles) and make
corrections in capitalization errors in a sentence.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can capitalize proper nouns (names, cities, states, days, months, titles)
and make corrections in capitalization errors in a sentence.
Descriptor
Definition
Proficient
I can capitalize proper nouns (names, cities, states,
days, months, titles) and make corrections in
capitalization errors in a sentence.
Developing
I can identify mistakes in capitalization (names, cities,
states, days, months, titles) in a sentence.
Basic
I can generate a list of proper nouns from common
nouns and capitalize the proper nouns.
Minimal
I can capitalize the beginning of a sentence.
No Evidence
I display no evidence of the learning target.
3/3/2017
18
2. I can write a paragraph using the correct ending mark in a declarative, imperative,
interrogative, and exclamatory sentence.
Learning
Target
Proficiency
4
3
2
1
0
I can write a paragraph using the correct ending mark in a declarative,
imperative, interrogative, and exclamatory sentence.
Descriptor
Definition
Proficient
I can write a paragraph using the correct ending mark
in a declarative, imperative, interrogative, and
exclamatory sentence.
Developing
I can confirm and correct errors in ending marks in a
declarative, imperative, interrogative, and exclamatory
sentence.
Basic
I can describe three out of four types of ending marks.
Minimal
I can identify when a sentence is missing an ending
punctuation.
No Evidence
I display no evidence of the learning target.
3. I can write complete sentences using apostrophes to demonstrate ownership in plural
and singular nouns.
Learning
Target
Proficiency
4
3
2
1
0
I can write complete sentences using apostrophes to demonstrate
ownership in plural and singular nouns.
Descriptor
Definition
Proficient
I can write complete sentences using apostrophes to
demonstrate ownership in plural and singular nouns.
Developing
I can identify missing apostrophes to show ownership
in plural and singular nouns and correct 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.
4. I can make corrections in fragments and run-ons in a paragraph.
Learning I can make corrections in fragments and run-ons in a paragraph.
Target
Proficiency Descriptor
Definition
4
Proficient
I can make corrections in fragments and run-ons in a
paragraph.
3
Developing
I can make corrections to fragments in a paragraph.
2
Basic
I can identify fragments and run-ons in a paragraph.
1
Minimal
I can hear by reading aloud the fragments and/or runons in a paragraph.
0
No Evidence
I display no evidence of the learning target.
Mrs. Evans
3/3/2017
19
Unit 7 Target Vocabulary & Unknown Words
Learning Target
1. I can independently determine a target vocabulary or an unknown word using a
dictionary to check my understanding using sentence context strategies and make
adjustments.
Learning
Target
I can independently determine a target vocabulary or an unknown word
using a dictionary to check my understanding using sentence context
strategies to make adjustments.
Proficiency Descriptor
Definition
4
Proficient
I can independently determine a target vocabulary or
an unknown word using a dictionary to check my
understanding using sentence context strategies to
make adjustments.
3
Developing
I can use context clues within the text and background
knowledge to generate a word meaning prediction.
2
Basic
I can use background knowledge (experience) to make
a prediction of an unknown word.
1
Minimal
I can identify an unknown word in a sentence.
0
No Evidence
I display no evidence of the learning target.
Unit 8 Writing Process
Learning Targets
1. I can revise a rough draft through teacher feedback by making changes to sentence
structure, organization, verb choice, grammar usage, or content to compose a finished
writing piece.
Learning
Target
I can revise a rough draft through teacher feedback by making changes to
sentence structure, organization, verb choice, grammar usage, or content to
compose a finished writing piece.
Proficiency Descriptor
Definition
4
Proficient
I can revise a rough draft through teacher feedback by
making changes to sentence structure, organization,
verb choice, grammar usage, or content to compose a
finished writing piece.
3
Developing
I can complete a prewriting of an essay using a graphic
organizer.
2
Basic
I can brainstorm main ideas, reasons/details 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.
Mrs. Evans
3/3/2017
20
2. I can write a five paragraph essay with an introduction, a body with three supporting
reasons using details, and a conclusion.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Evans
I can write a five paragraph essay with an introduction, a body with three
supporting reasons using details, and a conclusion.
Descriptor
Definition
Proficient
I can write a five paragraph essay with an introduction,
a body with three supporting reasons using details, and
a conclusion.
Developing
I can support the main ideas/topics with reasons,
details and evidence.
Basic
I can design topic sentences that state my reasons.
Minimal
I can describe the basic understanding in a paragraph
format using a concept map that illustrates the five
parts of an essay.
No Evidence
I display no evidence of the learning target.
3/3/2017
21