An Imaginary Conversation…

Ms. Pomerleau, how am I being assessed on each learning target?

Thanks for asking—you’re such a great student! I’m putting in a few habits
of work for this unit, but aside from that, here is the breakdown for which
project fits with which learning target. Don’t worry about specifics yet, I’ll
fill you in as you go so that you don’t get overwhelmed. Focus on the big
picture for now.

Vocabulary Graphic Peer Editing Paper

Chart Organizer & Sheet
Works Cited
Language 6: ​I Writing 5: Writing 5: Writing 8: ​I
can learn and With help, I With help, I can show my
use vocabulary can write and can write and evidence and
that is specific edit my work edit my work gather
to my topic. through through information
planning, planning, from more
revising, revising, than one
editing, editing, source. I know
rewriting, or rewriting, or how to figure
another another out whether or
strategy. strategy. not a source is
trustworthy. I
Writing 8: ​I Reading 8: ​I
can cite, quote,
can show my know how to
and paraphrase
evidence and tell if facts are
gather actually related evidence
information to an correctly.
from more argument. I
Writing 9: ​I
than one can find a
can pick out
source. I know claim within a
important
how to figure text and figure
details from a
out whether or out whether or
passage to
not a source is not there is
support my
trustworthy. I enough
beliefs or
can cite, quote, evidence.
claims.
and paraphrase
evidence Reading 8: ​I
correctly. know how to
tell if facts are
Writing 9:​ I
actually related
can pick out
to an
important
argument. I
details from a
can find a
passage to
claim within a
support my
text and figure
beliefs or
out whether or
claims.
not there is
enough
evidence.

Language 6: ​I
can learn and
use vocabulary
that is specific
to my topic.
 Thank you for breaking down each learning target for us, Ms.
Pomerleau! Hey, Ms. Sintiris, could you also write down the original
learning targets for us too?

Sure! Here is each learning target, with the unpacked version written
underneath.

● Writing:
○ 5. With some guidance and support from peers and adults,
develop and strengthen writing as needed from planning,
revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.

With help, I can write and edit my work through planning,

revising, editing, rewriting, or another strategy.

○ 8. Gather relevant information from multiple print and digital

sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and
following a standard format for citation.

I can show my evidence and gather information from

more than one source. I know how to figure out whether
or not a source is trustworthy. I can cite, quote, and
paraphrase evidence correctly.

○ 9. Draw evidence from literary or informational texts to support

analysis, reflection, and research.

I can pick out important details from a passage to support

my beliefs or claims.
● Reading:
○ 8. Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence
is relevant and sufficient; recognize when irrelevant evidence is
introduced.

I know how to tell if facts are actually related to an

argument. I can find a claim within a text and figure out
whether or not there is enough evidence.

● Language:
○ 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

I can learn and use vocabulary that is specific to my topic.