“I Can” Learning Targets

1. “I Can” Learning Targets 3rd English/Writing 4th Six Weeks (Edit wording as needed, but make sure edits accurately reflect the standards, not necessarily the textbook since the text isn’t fully aligned with the standards.)

2. 4th Six Weeks Pacing Guide English Skills: • Unit 5 Writing: • Unit 10 Note: For your convenience, all CFUs and SPIs for “Writing” are listed on slides 6-8. Address as appropriate.

3. Ongoing/Year-long Skills • I can write in print (manuscript) and cursive so that others can read what I write. • I can spell words that I use and read often in my 3rd grade books. • I can use word play, word walls, and word sorts to help me develop my vocabulary. • I can be a good listener by not interrupting, raising my hand, and facing the speaker. • I can read comfortably, smoothly, and without pauses when I read alone or with a group.

4. “I Can”Unit 5 • I can recognize complete sentences and sentence fragments; edit appropriately. • I can capitalize names, dates, cities and states, addresses, holidays, titles of books, first word in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter, and first word in a direct quotation. • Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks. • I can combine simple sentences into compound sentences using compound subjects • Select the compound sentence that correctly combines two simple sentences and/or predicates. • I can use commas in direct address, dates, locations and addresses, and items in a series. • Recognize correct capitalization and end punctuation within context. Note: Introduce Quotation Marks in 3rd (optional); test for mastery in 4th grade.

5. “I Can”Unit 10 – “Research”(CFUs and SPIs) • I can define and narrow a topic for research. • I can gather information for a research report from three or more different kinds of resources . (e.g., text, video, computer, etc.) • I can use reference materials (e.g., dictionary, thesaurus, atlas, and encyclopedia). • I can visit the library/media center to find information for a research report. • I can organize information on a graphic organizer. • I can write a report about my research. • I can identify which sources have the most accurate (true) information. • I can complete a simple chart, web, etc. to organize information I found in a book or on the computer. • I can select the best sources for gathering information on a topic given to me. • I can identify information on a list that is (or is not) available in a certain reference source (e.g., what information does one find in a thesaurus). Note: Sources beyond the adopted text may be required to address all the “Research” standards listed above.

6. “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.

7. “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).

8. “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.