Making “I Can”
Statements Easy
Supporting Learners – Week 1
Our purpose…
To provide you with tools,
opportunity to practice,
and support
for stretching learning targets
to include language.
Today’s Learning Target
I can write a stretched learning
target using the recipe and
other supports.
C.A.S.E.
Please feel free to
Copy And Steal Everything 
Stretching your target…
Learning targets tell students what
they will know.
Including language in your target tells
students how they will accomplish this .
Quick Example Stretched Learning Target
 MN
Standard Grade 3 LA: Text Types and Purposes 3.6.1.1
Write opinion pieces on topics or texts supporting a point of view
with reasons. b. Provide reasons that support the opinion.
 District #112
Learning Target (from L Drive):
LT b. I can write my opinion about my topic.
 Stretched
learning target example (topic - bus rules):
I can explain my opinion about bus rules using
sentence frames in a short paragraph.
I think _____ because …
I believe _____ because…
In my opinion _____ because…
I feel that _____ because…
Steps for Lesson Planning
1.
Start with your standard (MN, District 112, Common Core, etc)
2.
Use the recipe and write a stretched learning target. This
includes both language and what students are going to know or
be able to do.
3.
Consider what extra tools and experiences will help students
accomplish the stretched learning target. This includes support
for language.
4.
Also keep in mind which language domain your target addresses:
reading, writing, listening, speaking.
5.
Display your stretched learning target in kid friendly language so
you can refer to it throughout your lesson.
Recipe for Stretched Learning Targets:
1. Take your learning target.
2. Pull out the skill needed to achieve target.
3. Select the language needed to complete skill.
4. Add the support required to perform skill.
5. Display in kid friendly language.
The Recipe – Step 1
1. Take your learning target.
For example…
4th Grade District #112 Learning Target/I Can Statement from L Drive:
LT b. I can give specific details from a story or drama to
describe the setting.
* We will use this same target for the next several slides.
The Recipe – Step 2
2. Pull out skill needed to achieve target.
•
Skills include but are not limited to: identify, describe,
classify, sequence, cause/effect, compare/contrast,
summarize, evaluate, predict, infer, etc.
•
Recipe Builder for Stretched Learning Targets (RB chart)
provides examples of language skills.
4th Grade District #112 Learning Target/I Can Statement from L Drive:
LT b. I can give specific details from a story or drama to describe the setting.
•
The skill for the learning target is describe.
The Recipe – Step 3.
3. Select the language needed to complete skill.
•
This includes: question words, past tense, adjectives,
prepositions, adverbs, sequence words, etc.
•
See RB chart for definition of the skill - describe:
describe means to explain, give direction, or present
details
•
See RB chart for language that is needed to complete
the skill: descriptive adjectives and prepositions
4th Grade District #112 Learning Target/I Can Statement from L Drive:
LT b. I can give specific details from a story or drama to describe the setting.
The Recipe – Step 4.
4. Add support required to perform skill.
•
Determine how will students show that they have met
the target.
•
Use RB Chart and select support.
•
Vary the domains: reading, writing, speaking, listening.
4th Grade District #112 Learning Target/I Can Statement from L Drive:
LT b. I can give specific details from a story or drama to describe the setting.
We will use word banks as our support to help students describe.
Prepositions:
Descriptive Adjectives:
next to, above, around, over,
behind, beside
rainy, hot, damp, humid, wet,
green, lush
The Recipe – Step 5.
5. Display stretched learning target in kid friendly
language.
Learning Target:
4th Grade District #112 Learning Target/I Can Statement from L Drive:
LT b. I can give specific details from a story or drama to describe the setting.
Stretched Learning Target:
I can highlight specific details that describe the setting using a
word bank.
•
We took out words that were unnecessary for our lesson, like drama.
•
Note that the domain we chose to focus on was reading.
Let’s Practice Together
 Here
is the standard:
MN Standard Grade 1 LA: Key Ideas and Details 1.1.2.2
Retell stories including key details and demonstrate
understanding of their central message or lesson.
The Recipe – Step 1
1. Take your learning target.
1st Grade District #112 Learning Target/I Can
Statement from L Drive:
LT a. I can retell the main events of a story in order
and include key details.
The Recipe – Step 2
2. Pull out skill needed to achieve target.
•
Skills include: identify, describe, classify, sequence,
cause/effect, compare/contrast, summarize, evaluate,
predict, infer, etc.
•
Refer to RB Chart to see examples of skills.
1st Grade District #112 Learning Target/I Can Statement:
LT a. I can retell the main events of a story in order
and include key details.
•
The skill for the learning target is sequencing.
The Recipe – Step 3.
3. Select the language needed to complete skill.
•
This includes but is not limited to: question words, past
tense, adjectives, prepositions, adverbs, sequence
words, etc.
•
What is our skill?
•
See RB chart for language that is needed to complete
the skill. What language will help students?
•
Students need sequence words.
Sequencing.
1st Grade District #112 Learning Target/I Can Statement from L Drive:
LT a. I can retell the main events of a story in order and include key details.
The Recipe – Step 4.
4. Add support required to perform skill.
•
Determine how will students show that they have met
the target.
•
Vary the domains: reading, writing, speaking, listening.
•
Use RB chart and select support. What supports could
we use?
1st Grade District #112 Learning Target/I Can Statement from L Drive:
LT a. I can retell the main events of a story in order and include key details.
4. Continued…
Supports could be..
•
a word bank
•
sentence frames
•
a graphic organizer
•
any others..
Sequence words:
first
then
second third fourth fifth
next in addition
after that
finally last
Sentence Frames:
The first event was…
Second, the main character…
Then_____ happened because…
The next event that took place was…
After that… because…
Finally…
Story events:
First..
Second..
After that..
Finally…
The Recipe – Step 5.
5. Display stretched learning target in kid friendly
language.
Learning Target:
1st Grade District #112 Learning Target/I Can Statement from L Drive:
LT a. I can retell the main events of a story in order and include key details.
What could we write for a stretched learning target?
• Pair share and then group share..
Possible Stretched Learning Target:
• I can retell the main events in order using a graphic organizer
with a small group.
•
Note that the domain in this one was speaking, though students were
writing as well within the graphic organizer.
Group Practice
 You
will see grade level learning targets posted around the
room.
 With
your small group apply the recipe and write a
stretched learning target.
 We
will do a gallery walk when everyone is finished .
 Challenge..
if you have time, write a second stretched
learning target that requires a different domain
(reading, writing, listening, speaking).
Your Turn
 Take
the learning target you will be teaching before we meet next
time (classroom teachers use LA learning targets, specialist
teachers use learning targets from your discipline).
 Enter
your learning target in Google docs if you have not done so
already.
 Apply
the recipe to stretch the learning target to include language
components as we practiced (skill, language, and support). Use
your RB chart as a resource.
 Enter
 Now
your stretched learning target in Google docs.
use this stretched learning target as you plan and teach your
lesson before we meet again. We will share experiences next week.
Finally


Questions
Exit tickets:
 On a post-it note tell us what worked for you
 On a post-it note tell us where you need help
Use us as a resource…
Amy von Barnes vonbarnesa@district112.org
Sarah Peterson petersonsar@district112.org
Resources:

Resource for Sentence Frames:
contains many examples of sentence frames


Go to site
Click on Sentence Frames
(Under “Related Files” go to “Sentence Frames”
Glossary:




Stretched learning target: a learning target that is stretched to include a
language component and what supports are needed to help students
Support: what you provide students to help them successfully achieve
the stretched learning target (see chart)
Sentence frames: a support that provides students with a structure they
can use to start sentences when writing or speaking.
Word bank: a support that provides students with key words that will
help them meet their learning targets