“I Can” Learning Targets 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 10-12 Writing Standards (Address as appropriate) Slide 13-14 “I Can” Learning Targets for skill pages in text 3rd Grade Reading 6th Six Weeks

6th Six Weeks Pacing Guide 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.

“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.

“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.

“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.

“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.

“I Can” Communication I can talk politely with others. 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.

“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.

“I Can” Logic and Reasoning in Reading GLE 0301.5.1 I can describe the meaning of… “fact” “opinion” “cause” “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 0301.5.2 I can change my predictions as I’m reading GLE 0301.5.3 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.

“I Can” Writing Standards, slide 1 of 3 (CFUs) 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 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” Writing Standards, slide 2 of 3 (CFUs cont’d) 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 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” 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.

“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.