“I Can” Learning Targets

3rd Grade Reading6th Six Weeks

Important Note: Slide 1 Cover slideSlide 2 Pacing GuideSlide 3-11 (Skills to be covered throughout the year. All of these skills will not be addressed in one 6-wks. Choose the “I Can” Targets you deem the best fit each 6 wks.)

Slide 10-12 Writing Standards (Address as appropriate)

Slide 13-14 “I Can” Learning Targets for skill pages in text

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6th Six Weeks Pacing GuideSix Weeks Literature Skills

Guiding Question: What Does it Mean to Be Free?

Talking Walls: Art for the People Fact and Opinion/Answer Questions

Nathanial’s Rap Glossary

Two Bad Ants Plot and Theme/Visualize

Hiking Safety Tips Prefixes and Suffixes

Elena’s Serenade Generalize/Predict

Leading People to Freedom Synonyms

Poetry Collection pg. 408; Unit-Wrap-Up; TCAP Review/Reteach

Project-Based Learning – Use Gold Seal lessons as time allows.

Project-Based Learning – Use Gold Seal lessons as time allows.

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“I Can”Literature, Part I

GLE 8.1 I can decide my purpose for reading by using

the illustrations and other images in a selection.

I can ask myself questions and make predictions while I am reading to help me understand.

I can use information I found while I read to draw conclusions and to discover the main idea after I have finished reading.

I can decide how different types of similar stories, legends, or events are alike and different.

I can learn the meaning of new words by listening to selections and talking about them in class.

I can read comfortably, smoothly, and without pauses when I read alone or with a group.

I can understand that literature comes from different cultures.

I can participate in different discussions about what I have read

I can make predictions by using illustrations and other images in a selection.

I can decide an author’s purpose for writing a selection (to entertain, to inform, to describe, to share feelings).

I can find the problem in a story and understand how it was solved.

GLE 8.2 I can describe the meaning of “stanza”. I can recognize poems, plays, and novels. I can go to the library to select and check out

books or any other materials I might need. I can read longer stories, nonfiction selections,

and chapter books by my self.

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“I Can”Literature, Part II

GLE 8.3 I can recognize poems, plays, and

stories. I can recognize what should be

included in the plot of fairy tales, folk tales, fables, and myths.

I can read and review short stories, fairy tales, folk tales, poetry, plays, and nonfiction selections.

GLE 8.4 I can describe the meaning of

“setting”. I can describe the meaning of

“character”. I can describe the meaning of

“sequential”.

I can describe the meaning of “organization”

I can practice writing stories about my own personal experiences.

I can recognize the way language is used (rhythm, beat, imagery, simile, and metaphor) in different types of literature.

I can recognize and create rhyming words.

I can identify the setting, characters, and plot in a story.

I can identify the main and minor characters in a story.

I can correctly sequence and organize the events of a story.

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“I Can”Vocabulary

• I can put words in alphabetical order.

• I can identify sounds and sound patterns such as consonant blends and individual letter sounds within words.

• I can use word play, word walls, and word sorts to help me develop my vocabulary.

• I can define and recognize synonyms and antonyms.

• I can use clues in the sentence and the prefixes and suffixes of words to help me determine the meaning of unfamiliar words.

• I can recognize multiple meanings of words.

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“I Can”Informational Text

(ex. Expository Nonfiction, Articles, etc.)GLE 0301.6.1 I can use illustrations to tell why I am reading a selection.I can understand what I am reading by asking questions and making pictures in my head.I can understand what I have read by thinking of the events in the story and what I already know.I can tell the main idea and details of what I read.I can tell the difference in fiction and nonfiction.I can tell facts from fictional statements.I can choose questions to help me understand what I am reading (before, during, and after).

GLE 0301.6.2 I can choose the picture or graph that goes best with the text.I can find information using charts, maps, or graphs.I can recognize the parts of a book.I can put instructions in sequential (step by step) order.I can use charts, tables, maps, legends, and illustrations to find information.I can follow instructions in a selection to complete a recipe or put something together.

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“I Can”Communication

I can take turns and ask questions when talking to someone else.

I can be a good listener by not interrupting, raising my hand, and facing the speaker.

I can follow three step directions that I hear.

I can answer questions given by the teacher and ask questions about them if I do not understand.

I can listen and talk about books, tapes, and videos.

I can summarize information that I have heard from others.

I can understand the main idea from a speech that I have heard.

I can give a summary of a speech.

I can talk politely with others. I can give three-step directions

out loud. I can take part in group

discussions. I can use new vocabulary when

talking to others. I can take part in discussions,

choral reading, and oral presentations about a text.

I can choose correct group behavior.

I can choose ideas that were not mentioned in a speech.

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“I Can”Media

I can visit the library and check out a book.

I can use books, encyclopedias, and Internet to get information.

I can understand the information I get when hearing and seeing it.

I can understand the main idea or message in a picture, cartoon, weather report, or newspaper.

I can use television, radio, magazines, and newspapers (media) to make my report better.

I can choose the best media to get information, write a report, or make a presentation.

I can choose the best way to present my report.

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“I Can”Logic and Reasoning in Reading

GLE 0301.5.1I can describe the meaning of…

“fact” “opinion” “cause” “fact” “inference”

I can tell the difference in fact and opinion.I can tell the difference in cause and effect.I can use inference to help me understand what I read.I can draw a conclusion about something I have read.GLE 0301.5.2I can use inference to help me understand what I read.I can draw a conclusion about something I have read.I can change my predictions as I’m readingI can tell the difference in cause and effect.

GLE 0301.5.3I can describe the meaning of “sequential”. I can describe the meaning of “cause”.I can describe the meaning of “effect”.I can tell how two characters, ideas, or stories are like or different.I can put events from a text in order.I can tell the difference in cause and effect.

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“I Can”Writing Standards, slide 1 of 3

(CFUs)

I can practice writing to a prompt within a specified time limit.

I can compare characters, settings, and events within and between stories.

I can write poems, stories, and essays based upon thoughts, feelings, and experiences.

I can write on a predetermined topic to a specified audience (e.g., self, peers, adults).

I can write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, tell a story, or respond to literature.

I can write friendly letters. I can write journal entries.

“I Can”Writing Standards, slide 2 of 3

(CFUs cont’d) I can change my writing to add

more details. (e.g., rearrange words, sentences, and paragraphs; add descriptive words; remove unnecessary information; vary sentence structure).

I can use resources (e.g., dictionary, thesaurus, computer) to help me write.

I can work alone or with other students to use a rubric for checking my written work or someone else’s.

I can use technology to publish and present.

I know different ways to publish.

I can use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work.

I can make graphic organizers to group ideas for writing (e.g., webs, charts, graphs, diagrams).

I can select a good topic. I can use complete sentences, in

a paragraph that makes sense and that has a topic sentence, supporting details, and a concluding sentence.

I can write correctly on my paper (e.g., paragraphs, margins, indentations, and titles).

“I Can”Writing Standards, slide 3 of 3

(SPIs) I can identify unnecessary

information in a paragraph. I can rearrange sentences to

form a sequential, coherent paragraph.

I can choose the most specific word to complete a simple sentence.

I can select an appropriate title that reflects the topic of a written selection.

I can complete a simple graphic organizer to group ideas for writing.

I can identify the purpose for writing (i.e., to entertain, to inform, to respond to a picture, story, or art).

I can identify the audience for which a text is written.

I can choose a topic sentence for a paragraph.

I can choose a supporting sentence that best fits the context and flow of ideas in a paragraph.

“I Can” Skills

(Text pgs.332-335, 354-357) I can tell fact from opinion when I

read. I can recognize and use parts of

text (e.g., title, table of contents, glossary and index).

I can recognize parts of a book (e.g,. glossary, table of contents).

I can create a picture in my mind to help me understand what I read.

I can identify setting, characters, and plot in a reading selection.

I can recognize basic plot features of fairy tales, folk tales, fables and myths.

I can sound out words, compare similar words, break words into smaller words, and look for word parts (e.g., root words, prefixes, and suffixes).

I can use prefixes and suffixes to help me figure out the meaning of words I read.

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“I Can” Skills

(Text pgs. 380-383) OPTIONAL: I can make

predictions using text features (e.g., illustrations and graphics).

I can use what I already know and what I learn while reading to help me predict outcomes.

I can use antonyms and synonyms to help me understand new words.

I can select the correct synonyms and antonyms within context.

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