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Deeper Learning Competencies
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Effective Communication
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- I can share a simple idea, question, or connection about the class novel when prompted, and I can listen respectfully to a partner or small group
- With support, I use a few familiar words or text details to explain my thinking in a short response.
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- I can explain my ideas about the novel using some text evidence and academic vocabulary from class, and I can respond to a partner’s ideas with respect
- I can communicate a clear connection between a character, setting, event, or theme and my own experience with some support.
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- I can clearly present my thinking about the shared novel using accurate vocabulary, relevant evidence, and organized sentences in short responses or a draft paragraph
- I can listen to feedback, ask clarifying questions, and revise my message so it is easier for others to understand and stronger in purpose.
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- I can communicate insightful interpretations of the novel’s characters, setting, conflict, and theme using precise vocabulary and strong evidence, and I can adapt my message for different audiences during discussion, writing, or exhibition
- I can give and use empathetic feedback to improve my work and help my group reach a stronger shared understanding.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify a problem, pattern, or question in the class novel or my independent reading when a teacher or peer helps me, and I can use a clue from the text or a known morpheme to make a simple inference about what it means
- I can share one possible idea about how a word choice or event helps explain the text.
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- I can use morphemes, context clues, and text evidence to explain what unfamiliar words may mean and how they affect a central idea, theme, character, or conflict in the novel
- I can compare more than one possible interpretation and choose the one that best fits the text with some support.
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- I can independently analyze important vocabulary and text details to solve a reading problem, explain how word meanings shape the novel’s central idea or theme, and connect evidence from the text to my own thinking
- I can revise my ideas or writing after peer or teacher feedback to make my explanation clearer and stronger.
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- I can evaluate how vocabulary, structure, and text evidence work together to deepen comprehension of the shared novel, and I can explain why my interpretation is the strongest with precise support from the text
- I can independently apply these strategies in class reading and independent reading, then communicate my reasoning clearly in polished writing or presentation.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use a teacher-provided checklist and rubric to notice what I understand in the shared novel, ask for help when I get stuck, and make one or two revisions to my reading log, vocabulary notes, or short response
- I can set a simple goal for my independent reading or novel work and name one way feedback helped me improve.
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- I can use feedback, self-checklists, and the rubric to revise my work so it better shows my understanding of the novel, including new vocabulary, central ideas, or text connections
- I can explain one strength in my reading or writing and one next step I will try during the next class or independent-reading session.
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- I can independently use rubrics, feedback, and self-reflection to set specific goals, revise my essay or response for clarity and evidence, and strengthen my understanding of vocabulary, theme, and personal connections in the novel
- I can monitor my progress across reading, writing, and independent reading, and adjust my strategies when a word, passage, or task is challenging.
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- I can independently and consistently use self-reflection, peer and teacher feedback, and rubrics to improve my reading and writing across the whole-novel project, including vocabulary study, theme analysis, and final exhibition pieces
- I can explain my goals, track my growth over time, and make purposeful revisions that show strong ownership of my learning in both shared and independent reading.
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Deeper Learning Competencies
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Content Expertise
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- I can identify a few key ideas, vocabulary words, or text features from the shared novel with teacher support and use simple notes, images, or examples to show what the text is about
- I can recognize familiar parts of words or use context clues in a basic way to understand meaning.
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- I can use morphemes and context clues to figure out unfamiliar words in the shared novel and explain how those words help me understand a character, setting, conflict, or central idea
- I can share evidence from the text in short responses and complete a guided revision using a checklist or rubric.
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- I can independently use morphemes, context clues, and prior knowledge to determine important vocabulary and explain how word choices deepen the novel’s theme or central idea
- I can cite relevant evidence in a structured paragraph or short essay, make meaningful connections to my own experiences or independent reading, and revise my writing using feedback.
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- I can consistently and independently analyze how complex vocabulary shapes meaning, theme, and reader understanding across the shared novel and my independent reading
- I can support my thinking with precise text evidence, communicate my ideas clearly in polished writing and discussion, and revise my work thoughtfully to strengthen purpose, audience, and comprehension.
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Deeper Learning Competencies
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Collaboration
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- I can contribute to a partner or small-group reading task by sharing my ideas, listening to others, and helping the group stay focused on the same novel
- With support, I can use the rubric, sentence starters, and vocabulary notes to take part in discussion, give simple feedback, and complete a shared reading product.
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- I can work with my group to discuss the novel, explain my ideas with some text evidence, and use morphemes or context clues to help the group understand unfamiliar words
- I can give and receive feedback using a checklist, and I can help revise our writing or creative response so it connects to the theme, character, or setting.
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- I can collaborate with peers to compare interpretations of the class novel, ask and answer questions respectfully, and build on others’ ideas to explain how vocabulary shapes central ideas or themes
- I can use the rubric and feedback to revise my own and my group’s work, and I can help my group make a clear shared decision about how to present our evidence and ideas.
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- I can lead and participate in collaborative discussions that use evidence from the shared novel to deepen everyone’s understanding of vocabulary, theme, and personal connection
- I can negotiate roles, offer thoughtful and empathetic feedback, revise work independently and with peers, and help my group create a polished exhibition that clearly explains how vocabulary supports comprehension of the text.
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