Suggested Learning Targets for Common Core State Standards
Buncombe County Schools
Learning Targets for ELA Common Core Standards
2012-2013
Grade 6 Language
|Grade Specific Standard |Learning Targets |Activities/Strategies |Resources |Formative Assessment Suggestions |
| |(I can statements) |(What strategies/activities could we use |(What text could we use to teach this |(What are ways to formatively check for |
| | |to teach this learning target?) |learning target?) |understanding while teaching this learning|
| | | | |target?) |
|L1 |- I can demonstrate proper use of grammar |- Student writings |- Student work |- Graded work/products |
| |and usage when writing and speaking. |- Pronoun Basketball (link?) |- Discovery Education |- Self-assessment |
| |- I can ensure that pronouns are in the |- Pronoun Sentence Build (link?) |- Puzzle Maker |- Partner assessment |
| |proper case. |- Pronoun Hunt |- (specific worksheets?) |- Teacher assessment |
| |- I can use intensive pronouns. |- Hangman | |- Student conferencing |
| |- I can recognize and correct |- Letter Tiles (link?) | |- Sticky notes |
| |inappropriate shifts in pronouns. |- Double Puzzle (link?) | | |
| |- I can recognize and correct vague | | | |
| |pronouns. | | | |
| |- I can recognize variations from standard| | | |
| |English in my own and others’ writing and | | | |
| |speaking. | | | |
| |- I can identify and use strategies to | | | |
| |improve expression. | | | |
| | | | | |
|L2 |- I can use capitalization correctly. |- WordBuild |Dynamic Literacy |- Graded work |
| |- I can use punctuation to set off |- Red Hot Root Words |Prufrock Press Inc. |- Graded products |
| |nonrestrictive/parenthetical elements. |- Scrambles |Games for English & LA |- Self assessment |
| |- I can spell correctly to communicate |- Phunny Stuph |(Cottonwood Press) |- Teacher assessment |
| |effectively. |- Around the World (spelling bee) |Quia |- Teacher observation |
| | |- “I have…who has…?” | |- Student conferencing |
| | |Concentration | |- Sticky notes |
|L3 |- I can vary sentence patterns for |- Using a piece of writing students have |- Student work |- Class discussion |
| |meaning, reader/listener interests, and |already written |- highlighters |- Teacher observation |
| |style. |- Highlight first few words of each | |- Final draft of writing sample |
| |- I can maintain consistency, style, and |sentence | | |
| |tone. |- Discuss repetition of certain types of | | |
| | |beginnings (i.e. always using a noun, | | |
| | |pronoun, article, etc) | | |
| | |- Have students rewrite varying the types | | |
| | |of beginnings (nouns, pronouns, articles, | | |
| | |infinitives, adverbs, prepositional | | |
| | |phrases, adjectives) | | |
|L4 |- I can use context as a clue to determine|Solving Word Meanings: Engaging Strategies|ReadWriteThink |- Teacher observation |
| |meaning of a word. |for Vocabulary Development |Context handout (link?) |- Peer work |
| | | | |- Answers on context handout (link?) |
| | | | | |
| | |- WordBuild activities such as Affix | | |
| | |adder, Affix squares, Magic Squares, word | | |
| |- I can use grade appropriate Greek or |search and Fill in the blank | |- Teacher observation |
| |Latin roots to determine the meaning of a | |WordBuild |- Student work on activities |
| |word. | |(Dynamic Literacy) | |
| | |Play Dictionary Detective | | |
| | | | | |
| | | | | |
| |- I can consult reference materials, both | | |- Teacher observation |
| |print and digital, to find the | | |- Student performance on tally |
| |pronunciation of a word or determine or | |- Dictionaries | |
| |clarify its precise meaning or part of | |- Spelling or vocabulary words | |
| |speech. | | | |
|L5 |- I can interpret figures of speech in | | | |
| |context (e.g. Personification). | | | |
| |- I can use a cause/effect, part/whole, or| | | |
| |item/category relationship to better | | | |
| |understand each word. | | | |
| |- I can distinguish between the | | | |
| |connotations of words with similar | | | |
| |denotations. | | | |
|L6 |- I can acquire and use accurately | | | |
| |grade-appropriate general academic and | | | |
| |domain-specific words and phrases. | | | |
| |- I can gather vocabulary knowledge when | | | |
| |considering a word or phrase important to | | | |
| |comprehension or expression. | | | |
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