“I Can” Learning Targets 3rd Grade Reading 5th Six Weeks Important Note: Slide 1 Cover slide Slide 2 Pacing Guide Slide 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 Writing Standards (Address as appropriate) Slide “I Can” Learning Targets for skill pages in text 1

5th Six Weeks Pacing Guide Six WeeksLiteratureSkills 5 th (Six Weeks Ends 4/12) Guiding Question: What Happens When Two Ways of Life Come Together? Good-Bye, 382 Shin Dan DongSequence/Monitor and Fix Up It’s a Small WorldCompound Words Jalapeno BagelsDraw Conclusions/Summarize Foods of Mexico—A Delicious BlendUnfamiliar Words Me and Uncle RomieAuthor’s Purpose/Prior Knowledge Country to CityHomonyms Poetry Collection pg. 276: Unit Wrap-Up; TCAP Review The Story of the Statue of LibertyMain Idea/Text Structure A Nation of ImmigrantsPrefixes Happy Birthday Mr. KangCause and Effect/Graphic Organizers Back to the Wild: A Talk with a Wildlife WorkerAntonyms 2

“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. 3

“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. 4

“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. 5

“I Can” Informational Text (ex. Expository Nonfiction, Articles, etc.) GLE  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  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. 6

“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. 7

“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. 8

“I Can” Logic and Reasoning in Reading GLE  I 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  I 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 reading  I can tell the difference in cause and effect. GLE  I 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. 9

“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 , , )  I can correctly sequence and organize the events of a story.  I can read and understand the meaning of compound words, and shortened words (contractions and abbreviations) found in my 3 rd grade books.  I can draw a conclusion about something I have read.  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 use clues in the sentence and the prefixes and suffixes of words to help me determine the meaning of unfamiliar words.  I can decide an author’s purpose for writing a selection (to entertain, to inform, to describe, to share feelings). 13

“I Can” Skills (Text pgs , , )  I can tell the main idea and details of what I read.  I can tell the main idea and details of the information given in the text.  Optional: I can understand the main idea or message in a picture, cartoon, weather report, or newspaper.  Optional: I can understand the main idea from a speech that I have heard.  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 describe the meaning of…  Cause  Effect  Antonyms  I can tell the difference in cause and effect.  I can define and recognize synonyms and antonyms. 14