1. “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 Writing Standards (Address as appropriate)
Slide “I Can” Learning Targets for skill pages in text
3rd Grade Reading
6th Six Weeks

2. 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.

3. “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.

4. “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.

5. “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.

6. “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.

7. “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.

8. “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.

9. “I Can” Logic and Reasoning in Reading
GLE
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
I can change my predictions as I’m reading
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.

10. “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.

11. “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.

12. “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.

13. “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.

14. “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.