conversations. for literary conversations with for literary conversations. list to participate in list to participate in peers. literary conversations. literary conversations, with teacher support. 17. I can reference a “shared I can make specific and I can make specific and I can make general I can make general or community text” in relevant connections relevant connections connections between a connections between a conversation to compare between a “shared or between a “shared or “shared or community text” “shared or community text” character, setting, conflict, community text” and another community text” and another and another text in and another text in and themes between texts. text, in conversation, text, in conversation, conversation, in response to conversation, with teacher comparing character, setting, comparing character, setting, teacher questions, comparing support. conflict and themes, to conflict and themes. character, setting, and explain how the connection conflict. enhances my comprehension. 18. I can read with expression I can independently read a I can read a familiar text with I can read a familiar text with I can read a familiar text with to convey my interpretation familiar text with expression expression to convey my expression to convey my expression, with teacher of the text. to convey my interpretation interpretation of the text, interpretation of the text, support and after extended of the text. after one practice. after several practices. rehearsal. 19. I can reflect on artifacts to In order to improve my I can independently reflect on I can independently use I can answer guiding analyze my reading progress, reading ability, I can reflect artifacts to analyze my guiding questions to reflect questions about my reading plan next steps, and set new on artifacts with peers to reading progress, plan next on artifacts and co-author artifacts to co-author (with goals. analyze my reading progress, steps, and set new goals to (with my teacher) next steps my teacher) new goals to plan next steps, and set new improve my reading ability. and set new goals to improve improve my reading ability. goals for myself in my reading ability. collaboration with peers. 20. I can refer to my notes to I can independently refer to I can refer to my notes to I can use my notes in a I can participate in a support my analysis of text. my notes to support my support my analysis of text. conversation to connect my conversation, connecting my analysis of text. guided responses back to the guided responses back to the text. text. Stage 3 Plan Learning Experiences and Instruction
conversations. for literary conversations with peers. for literary conversations. list to participate in literary conversations. list to participate in literary conversations, with teacher support. 17. I can reference a “shared or community text” in conversation to compare character, setting, conflict, and themes between texts. I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes, to explain how the connection enhances my comprehension. I can make specific and relevant connections between a “shared or community text” and another text, in conversation, comparing character, setting, conflict and themes. I can make general connections between a “shared or community text” and another text in conversation, in response to teacher questions, comparing character, setting, and conflict. I can make general connections between a “shared or community text” and another text in conversation, with teacher support. 18. I can read with expression to convey my interpretation of the text. I can independently read a familiar text with expression to convey my interpretation of the text. I can read a familiar text with expression to convey my interpretation of the text, after one practice. I can read a familiar text with expression to convey my interpretation of the text, after several practices. I can read a familiar text with expression, with teacher support and after extended rehearsal. 19. I can reflect on artifacts to analyze my reading progress, plan next steps, and set new goals. In order to improve my reading ability, I can reflect on artifacts with peers to analyze my reading progress, plan next steps, and set new goals for myself in collaboration with peers. I can independently reflect on artifacts to analyze my reading progress, plan next steps, and set new goals to improve my reading ability. I can independently use guiding questions to reflect on artifacts and co-author (with my teacher) next steps and set new goals to improve my reading ability. I can answer guiding questions about my reading artifacts to co-author (with my teacher) new goals to improve my reading ability. 20. I can refer to my notes to support my analysis of text. I can independently refer to my notes to support my analysis of text. I can refer to my notes to support my analysis of text. I can use my notes in a conversation to connect my guided responses back to the text. I can participate in a conversation, connecting my guided responses back to the text. Stage 3 Plan Learning Experiences and Instruction
6th-Reading-Unit-1.docx