LANGUAGE ARTS The report card says… The district expectations… Phonemic Awareness, Word PA 1 I can identify rhyming words with the same or different Recognition and Fluency (PA) spelling patterns. PA 2 I can use the sounds of letters to figure out new words. PA 3 I can use word families to sound out unfamiliar words. PA 4 I can read a growing number of sight words. PA 5 I can read smoothly and accurately. PA 6 I can read with expression to show meaningful understanding. Acquisition of Vocabulary (AV) AV 1 I can figure out the meaning of new words" by using context clues. AV 2 I can figure out the meaning of homophones, homographs, and homonyms by using clues. AV 3 I can name words that mean the same (synonyms) and words that mean the opposite (antonyms). AV 7 I can understand the meaning of words by knowing prefixes (including un-, re-, pre-) and suffixes (including -er, -est, - ful, and less). AV 8 I can read and understand words by using knowledge of root words and their different forms. AV 9 I can find the meaning and definitions of new words by using dictionaries, glossaries, and other resources. Reading Processes: Print Concepts RP 1 I can set a purpose for reading (to be informed, to follow and Comprehension and Self- directions, or to be entertained). Monitoring Srategies (RP) RP 2 I can predict (tell what is going to happen) by using chapter titles, headings, pictures, and story topics, and show examples from the text. RP 3 I can compare and contrast information. RP 4 I can summarize stories by using main ideas, details, and sequencing of events. RP 5 I can make a conclusion about events and outcomes. RP 6 I can create and use graphic organizers, such as Venn diagrams and webs, to show understanding. RP 7 I can answer different types of questions to show understanding. RP 8 I can help myself understand by slowing down and looking back in the text.
Reading Applications: Informational, RAI 1 I can use the table of contents, chapter headings, glossary, Technical and Persuasive Text (RAI) index, captions, and illustrations to find information. RAI 2 I can answer the questions why, who, where, what, when, and how about important elements in an informational text. RAI 3 I can name and list the important main ideas and supporting details of informational text. RAI 4 I can draw conclusions from information in maps, charts, graphs, and diagrams. RAI 5 I can decide if a set of directions is clear, complete, and in order.
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Reading Applications: Literary Text RAL 1 I can name similarities and differences of the plot in (RAL) different types of text. RAL 2 I can use details to describe characters and setting. RAL 3 I can retell the plot in order of events. RAL 4 I can name and explain the different types of writing (genres) including fairy tales, folk tales, poetry, fiction, and non-fiction. RAL 6 I can tell the written or unwritten theme of a stor
Writing Processes (WP) WP 2 I can form a clear main idea for writing. WP 4 I can organize my ideas (brainstorming, lists, webs, and Venn diagrams) to plan writing. WP 5 I can organize my writing by having a beginning, middle, and end. WP 6 I can use a variety of types of sentences. WP 7 I can write a correct paragraph, indenting the first word and including a topic sentence and supporting details. WP 8 I can use language that is appropriate for writing. WP 9 I can use technology for my writing. WP 11 I can add descriptive words and details and leave out unneeded information. WP 12 I can rearrange words, sentences, and paragraphs to make the meaning clear. WP 13 I can use resources and reference materials to find better words. WP 14 I can proofread and edit my writing to improve grammar, spelling, punctuation, and capitalization; and correct fragment and run-on sentences. WP 15 I can use tools (rubric, checklist, and feedback) to decide the quality of writing. WP 16 I can rewrite and illustrate writing samples for display and for sharing with others.
Writing Applications (WP) WA 1 I can write stories to develop character, setting, and plot by using events in correct order and descriptive details and language. WA 2 I can write responses to novels, stories, and poems that show an understanding of the text. WA 3 I can write formal and informal letters that include heading, greeting, body, closing, and signature. WA 4 I can write informational reports that include the main ideas and important details from the text. Writing Conventions (WC) WC 1 I can write legibly in cursive by spacing letters, words, and sentences correctly. WC 2 I can spell words with more than one syllable correctly. WC 3 I can spell correctly often-used words, words with short vowels, and common endings. WC 5 I can use correct spelling of words with common suffixes, such as -ion, -ment, and -ly. WC 6 I can follow spelling rules (consonant doubling, dropping e, and changing y to I). WC 7 I can use resources to check spelling (dictionary, spell check). WC 8 I can use end punctuation marks correctly. WC 9 I can use quotation marks around dialogue, commas in a list, and apostrophes in contractions and possessives. I CAN STATEMENTS – GR. 3
WC 10 I can use correct capitalization. WC 11 I can use nouns, verbs, and adjectives correctly. WC 12 I can use subjects and verbs that agree. WC 13 I can use irregular plural nouns. WC 14 I can use past, present, and future tenses. WC 15 I can use possessive nouns and pronouns. WC 16 I can use conjunctions (joining words) such as for, and, nor, but, or, yet, so.
I CAN STATEMENTS – GR. 3
MATHEMATICS Number , Number Sense and NS 1 I can identify and make equivalent (equal) forms of Operations Standards (NS) whole numbers. NS 2 I can use place value to show whole numbers and decimals using numerals, words, expanded notation, and models. For example: Recognize 100 means (10 tens) as well as a single number (1 hundred) through hands-on activities. Describe the expanded form of multiplication (3205 as 3 x 1000 plus 2 x 100 plus 5 x 1). Show the size of 1,000 in many ways (packaging 1.000 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1,000 pop can tabs). Explain the idea of tenths and hundredths using a variety of objects, such as metric pieces, base ten blocks, decimal squares, or money. NS 3 I can use math language and symbols to compare and order (less than, greater than, equal to, greater than or equal, less than or equal to, <, >, =,<,>). NS 4 I can count money and make change using coins and paper bills to ten dollars. NS 5 I can show fractions and mixed numbers using words, numerals, and pictures. NS 6 I can correctly place common fractions and mixed numbers on a number line. NS 7 I can understand that decimals and fractions are similar ways of showing parts of a whole or a set (3/10 = 0.3). NS 8 I can explain multiplication using repeated addition, skip counting arrays and area model. For example: a. I can write an equation for word problems with multiplication. NS 9 I can explain division by using repeated subtraction, arrays, sharing equally, and area model. For example: I can write a story problem for division. I can identify what a remainder means in a division story problem. NS 10 I can explain and use relationships between operations, such as: Understand addition and subtraction as opposite operations; Understand multiplication and division as opposite operations; Understand that multiplication is repeated addition; Understand that division is repeated subtraction. NS 11 I can show and use the commutative property (order) for addition (2+3=3+2) and multiplication (2x3=3x2) and the associative property (grouping) for addition (2+4)+3=2+(4+3) and multiplication (2x4)x3=2x(4x3). NS 12 I can add and subtract whole numbers with and without regrouping. NS 13 I can show I know my multiplication facts through 10 and division facts to 10. NS 14 I can multiply 2- and 3- digit numbers by a single-digit number (without remainders for division). I can divide 2- and 3-digit numbers by a single-digit number. I CAN STATEMENTS – GR. 3
Measurement (M) M 1 I can name and choose the correct units for measuring: Length - miles, kilometers, and other units of measure; Volume (capacity) – gallons; Weight - ounces, pounds, grams, or kilograms; Temperature - degrees (Fahrenheit or Celsius). M 2 I can list items that are the same size of common units (a gallon container of milk; a postage stamp is about a square inch). M 3 I can find elapsed time using a calendar or clock. M 4 I can read thermometers in both Fahrenheit and Celsius scales. M 5 I can estimate and measure length, weight, and volume (capacity), using metric and U.S. customary units. M 6 I can use correct measurement tools and methods. M 7 I can estimate the perimeter, area, and volume using manipulatives. Geometry and Spatial Sense (G) G 1 I can identify the vertex, edge, angle, side, and face of a shape. G 2 I can identify, draw, and make models of right, obtuse, acute, and straight angles. G 3 I can plot a point on a grid. G 4 I can find and draw lines of symmetry. G 5 I can build a three-dimensional model of an object using cubes. Patterns, Functions and Algebra (P) P 1 I can describe the multiplication pattern or state the rule in words. P 2 I can find a number sequences, with and without a calculator. P 3 I can use patterns to make predictions and solve problems. P 4 I can solve problems by using objects, pictures, tables, numbers, letters, and other symbols. P 5 I can write, solve, and explain simple number sentences where there is a missing number. P 6 I can write number sentences using the symbols =, >, or <. P 7 I can make tables to record information to find patterns and rules. P 8 I can identify the change in amount, by using addition and subtraction. Data Analysis and Probability (DA) DA 1 I can collect and organize information from an experiment to answer a question. DA 2 I can draw and understand picture graphs in which a picture stands for more than one object. DA 3 I can read, make, and understand bar graphs with spaces greater than one. DA 4 I can use information in a table or graph to support a prediction. DA 5 I can match correct information with a graph. DA 6 I can move information freely among charts, tables, line plots, picture graphs, and bar graphs. DA 7 I can understand information shown on a time line. DA 8 I can find the mode (number that appears most often) and describe the information it gives. DA 9 I can do a simple experiment, record the results, and draw conclusions about what will happen. I CAN STATEMENTS – GR. 3
DA 10 I can solve problems by making different combinations of two to four items.
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SCIENCE Earth and Space Sciences (ES) ES 1 I can compare properties of rocks (color, layering, and texture). ES 2 I can see that rocks are often found in layers. ES 3 I can describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather. ES 4 I can explain that soil is made of small pieces of rock and waste products from plants and animals. ES 5 I can study the properties of soil (color, texture, ability to hold water, ability to support plant growth). ES 6 I can understand that soils are often found in layers and can be different from place to place. Life Science (LS) LS 1 I can compare the life cycles of different animals. LS 2 I can understand that animal characteristics help them survive. LS 3 I can classify animals according to their characteristics. (body coverings, body structure) LS 4 I can give examples of living things that are similar to extinct ones. LS 5 I can understand how fossils show proof about animals and their environment of long ago. LS 6 I can describe how changes in an animal's habitat can be sometimes helpful and sometimes harmful. Physical Science (PS) PS 1 I can describe the position of an object by using the position of a different object. PS 2 I can describe an objects motion by measuring its position over time. PS 3 I can name forces that affect motion of an object (gravity, magnetism, and collision). PS 4 I can predict what a force will do to an object (push or pull, weight, and friction). Science and Technology (ST) ST 1 I can describe how technology can increase people's abilities (to move things, to see farther away). ST 2 I can describe ways that using technology can help and/or harm. ST 3 I can study ways that technology may affect people. ST 4 I can name a problem, ways to solve it, and create a solution. ST 5 I can describe ways to solve a given problem. Scientific Inquiry (SI) SI 1 I can choose the correct measuring tools and use them safely. SI 2 I can discuss findings and measurements made by other people. SI 3 I can read and understand simple tables and graphs. SI 4 I can use safe science procedures. SI 5 I can record and organize findings (journals, charts, and tables). SI 6 I can tell others about my science findings in different ways. (written, orally, pictures). Scientific Ways of Knowing (SK) SK 1 I can describe different ways scientists find answers to their questions. SK 2 I can keep records and not change them if they are different from someone else's work. SK 3 I can find out through stories how men and women
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have" helped the development of science. SK 4 I can name different careers in science. SK 5 I can discuss how men and women enjoy science as a career and in their everyday lives.
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SOCIAL STUDIES History (H) H 1 I can measure time by years, decades (10 years), and centuries (100 centuries). H 2 I can place local events in history in order on a time line. H 3 I can describe changes in the community over time including changes in: Businesses; Architecture; Physical features; Employment; Education; Transportation; Technology; Religion; Recreation. People in Societies (PS) PS 1 I can compare some of the cultural practices and products of groups of people in the local community including: Art; Religion; Language; Food. PS 2 I can compare the cultures of the local community with those of other communities in Ohio, the United States, and the world. PS 3 I can describe why, where, and how cultural groups settled within the local community. Geography (G) G 1 I can use maps and photographs to ask and answer questions about the local community. G 2 I can use a compass rose and cardinal directions (N, E, S, W) to locate places. G 3 I can read and understand maps by using the map title, map key, and compass rose. G 4 I can use a number/letter grid to find places on a map. G 5 I can find the location of the equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics, and the hemispheres on maps and globes. G 6 I can find and describe the landforms, climate, vegetation, population, and economy of the local community. G 7 I can name ways that the environment (landforms, bodies of water, climate, and vegetation) affect and have been changed by the local community. G 8 I can name types of transportation and communication. Economics (E) E 1 I can explain opportunity cost (the result of a trade off) and give a personal example. E 2 I can name people who buy goods and services as consumers and people who make goods or give services as producers. E 3 I can give examples of production and consumption. E 4 I can explain the positives and negatives of specialization and division of labor to produce items. E 5 I can name different forms of money used over time, and understand that money helps buy goods, services, and resources, and allows money to be saved. I CAN STATEMENTS – GR. 3
E 6 I can explain how the local community is a place where buyers and sellers exchange goods and services. E 7 I can name examples of people and businesses in the local community that compete for money. Government (GV) GV 1 I can explain the major jobs of local government including: Keeping people safe; Making laws; Settling arguments; Providing services; Protecting people's rights. GV 2 I can explain the organization of local government and name local leaders (mayor, city council members). GV 3 I can name the location of local government buildings and explain the jobs of government that are done there. GV 4 I can name goods and services provided by local government, why people need them, and the way of paying for them (taxation). GV 5 I can explain power and authority. GV 6 I can explain why the use of power, without the right authority, is wrong (bullying, stealing). Citizenship Rights and CR 1 I can describe how people help to make the community Responsibilities (CR) a better place to live including: Working to save the environment; Helping the homeless; Fixing houses in low-income areas; Supporting education; Planning community events; Starting a business. CR 2 I can be a good citizen by: Being polite; Respecting the rights of others; Volunteering; Compromising; Showing concern to others; Working to achieve goals; Helping in the community. CR 3 I can describe the responsibilities of citizenship by: Voting; Obeying laws; Respecting the rights of others; Knowing about current events; Paying taxes.
Social Studies Skills and Methods SK 1 I can get information about local issues from many (SK) sources including: Maps; Photos; Oral histories; Newspapers; Letters; Artifacts; Documents (important papers). SK 2 I can find information using different parts of a source including: Table of contents; I CAN STATEMENTS – GR. 3
Title page; Illustrations; Key word searches. SK 3 I can name cause and effect relationships. SK 4 I can read and understand pictographs, bar graphs, and charts. SK 5 I can tell information using pictographs and bar graphs. SK 6 I can use a problem-solving/decision-making process which includes: Identifying a problem; Gathering information; Listing and thinking about choices; Thinking about advantages and disadvantages of choices; Choosing and using a solution.
I CAN STATEMENTS – GR. 3