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I Can... Statements
Reading Standards: Foundational Skills
- I can identify the most common prefixes. (in-, im-, il-, ir-, mis-, non-, pre-, anti-, de-, semi-, sub-, & fore-)
- I can identify the most common suffixes. (-able, -ible, -al, -ial, -er, -ful, -tion, -ly, -ment, -ness, -y, -ity, -ty, -ify, -ation)
- I know the meaning of the most common prefixes. (in-, im-, il-, ir-, mis-, non-, pre-, anti-, de-, semi-, sub-, & fore-)
- I know the meaning of the most common suffixes. (-able, -ible, -al, -ial, -er, -ful, -tion, -ly, -ment, -ness, -y, -ity, -ty, -ify, -ation)
- I can decode words with common suffixes.
- I can decode words with more than one syllable.
- I can read third grade sight words.
- I can read a variety of text with accuracy, rate, and expression on repeated readings.
- I can use context clues to know if what I am reading makes sense.
- I can use context clues to know if I am reading words correctly by rereading and self-correcting when needed.
Language Standards
- I can form possessives.
- I can correctly spell high-frequency words.
- I can correctly spell previously tested words.
- I can capitalize appropriate words in titles.
- I can use commas in addresses.
- I can use possessives.
- I can correctly spell base words when adding suffixes.
- I can use spelling patterns and spelling rules when writing words.
- I can use commas and quotation marks in dialogue.
- I can use a dictionary, computer, or other resources to check for correct spelling.
- I can choose words and phrases for effect (to keep my readers interest).
- I can recognize the differences in written and spoken language.
- I can use context clues to determine the meaning of a word or phrase in a sentence.
- I can determine the meaning of the words when an affix (prefix/suffix) is added.
- I can use a root/base word I know to figure out a word I do not know with the same root/base.
- I can use print and digital glossaries and dictionaries to better understand the exact meaning of words or phrases.
- I can use figurative language (similes, metaphors, personifications, hyperbole).
- I can distinguish the literal and non-literal meaning of words and phrases in context.
- I can identify connections between words and their use. This means I can identify words that are appropriate to describe a word.
- I can distinguish slight differences in meaning between synonyms. (states of mind)
- I can find words and phrases that accurately show time and place.
- I can use words and phrases accurately to show time and place.
- I can form regular plural nouns (s, es, ies).
- I can form irregular plural nouns (nouns that do not change spelling, end in f or fe, change spelling).
- I can form regular verbs.
- I can form irregular verbs.
- I can form simple verb tenses.
- I can form adjectives that compares two things using the ending -er or the word more (comparative adjectives).
- I can form adjectives that compares more than two things with the ending -est or the word most. (superlative adjectives)
- I can form comparative adverbs.
- I can form superlative adverbs.
- I can explain the function (job) of a noun as a word and in sentences.
- I can explain the function (job) of a pronoun as a word and in sentences.
- I can explain the function (job) of a verb as a word and in sentences.
- I can explain the function (job) of an adjective as a word and in sentences.
- I can explain the function (job) of an adverb as a word and in sentences.
- I can use regular plural nouns. (s, es, ies)
- I can use irregular plural nouns. (nouns that do not change spelling, end in f or fe, change spelling)
- I can use nouns that deal with emotions or ideas - such as joy, love, law, justice. (abstract nouns)
- I can use regular verbs.
- I can use irregular verbs.
- I can use simple verb tenses.
- I can use adjectives that compare two things using the ending -er or the word more. (comparative adjectives)
- I can use adjectives that compare more than two things with the ending -est or the word most. (superlative adjectives)
- I can use comparative adverbs.
- I can use superlative adverbs.
- I can use the conjunctions - and, but, or, yet, so. (coordinating conjunctions)
- I can use the conjunctions - because, before, but, since, while. (subordinating conjunctions)
- I can make sure my subject and verbs agree.
- I can make sure my pronoun-antecedents agree.
- I can produce simple sentences. (subject, verb, and expresses complete thought)
- I can produce a compound sentences. (joining two independendent clauses with a coordinating conjunction)
- I can produce complex sentences. (an independent clause joined by one or more dependent clause(s) with a subordinating conjunction)
Reading Standards: Literature
- I can answer questions about a story. This means I can look back at the text to find my answers.
- I can ask questions about the text.
- I can use details from the story to determine the lesson/moral.
- I can recount stories (fables, folktales, and myths) from different cultures.
- I can determine the lesson/moral of a story (fables, folktales, and myths).
- I can describe characters in a story.
- I can explain how the characters actions affect the order of events.
- I can tell the difference between the literal meaning or the non-literal meaning of a word or phrase.
- I can figure out the correct meaning of a word or phrase.
- When writing or speaking about a text, I can use the terms chapter, scene, or stanza.
- I can describe how events in stories, dramas, and poems build upon each other.
- I can explain my point of view.
- I can describe how my point of view might be different from the narrator’s or character’s point of view.
- I can explain how the illustrations support the text.
- I can explain how the illustrations in a story help create the mood.
- I can identify a theme in stories.
- I can compare and contrast themes in stories by the same author.
- I can compare and contrast settings in stories by the same author.
- I can compare and contrast plots in stories by the same author.
- By the end of the year, I can comprehend grade level text proficiently.
- By the end of the year, I can read grade level text independently and proficiently.
Reading Standards: Information Text
- I can answer questions about an information text. This means I can look back at the text to find my answer.
- I can ask questions about an informational text.
- I can explain how they support the main idea.
- I can determine the main idea of a text.
- I can find key details.
- I can explain how historical events, scientific ideas fit together using words that describe time, sequence, and cause/effect.
- I can determine the meaning of words or phrases in informational text about a specific topic.
- I can use text features AND I can use search tools on a computer to locate information on a topic. (headings, table of contents, electronic menus, icons, glossaries, captions, bold print, subheadings, indexes, key words, sidebars, hyperlinks)
- I can tell the difference between my own point of view and the author’s point of view in informational text.
- I can use graphic sources and informational text to increase my understanding. (diagrams, graphs, maps, charts, tables, timelines, pictures, drawings)
- I can use sentences and paragraphs to determine the text structure. (comparison, cause and effect, sequence, descriptive, lists)
- I can compare and contrast the main points and key details from two informational texts on the same topic.
- By the end of the year, I can comprehend grade level informational text proficiently.
- By the end of the year, I can read grade level informational text independently and proficiently.
Speaking and Listening
- I can read and study about a topic before I participate in a group discussion.
- I can follow the agreed upon rules determined by the members in a group discussion.
- I can ask questions in a group to better understand the topic.
- I can stay on topic in a group discussion.
- I can connect my comments to other comments made in the group.
- At the end of the group discussion, I can explain my ideas and understanding of the topic.
- I can determine the main idea of a text read aloud or information I hear from a speaker or other sources.
- I can determine supporting details of a text read aloud or information I hear from a speaker or other sources.
- I can ask questions about information from a speaker using appropriate details.
- I can answer questions about information from a speaker using appropriate details.
- I can give an oral report about a topic, text, or experience.
- I will:
- Speak clearly at an understandable pace.
- Use facts and details related to a topic.
- I can create an interesting audio recording. It will include:
- Fluent reading of a story or poem at an understandable pace
- Visual displays when appropriate to highlight certain facts or details
- I can speak in complete sentences to provide details or explanations.
Writing Standards
- I can write an opinion piece on a topic or text supporting a point of view.
- This means I will:
- Write about a topic stating my opinion.
- Create a way to organize my reasons in a clear way (lists, bullets, sentences)
- Support the opinion with details
- Use linking words to connect opinions and reasons. (because, therefore, since, for example)
- Write a concluding statement(s)
- I can write an informational piece about a topic with related details.
- This means I will:
- Stick to the topic I have chosen.
- Use facts about the topic.
- Use definitions.
- Use linking words.
- Use illustrations when needed.
- Write a concluding statement(s).
- I can write a narrative piece about something real or imagined.
- This means I will:
- Create a problem.
- Introduce characters.
- Organize events in sequence.
- Use dialogue and details to show thoughts and feelings of the characters throughout the story.
- Use words to show event order (the next day, before, tomorrow).
- Write a concluding statement(s).
- I can write with a purpose. (with help from adults)
- I can organize my thoughts. (with help from adults)
- I can produce a finished piece of writing. (with help from adults)
- I can plan my piece of writing. (with help from adults and peers)
- I can revise my piece of writing. (with help from adults and peers)
- I can edit my piece of writing. (with help from adults and peers)
- I can use technology to produce and publish writing using keyboarding skills. (with or without help from others)
- I can gather information from my experiences or gather information from other sources. (print or digital)
- I can take notes on information gathered.
- I can sort the information I’ve gathered into categories provided by the teacher.
- I can write until I complete a piece for different tasks, audiences, and purposes.