Kinder ELA I CAN!s and CAN I?s

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1 Kinder ELA I CAN!s and CAN I?s # I CAN!s Can I?s Target ELA Standards for Reading Literature Bolded words indicate academic language Standards are listed by College and Career Readiness Anchor Standards for Reading k.1 I CAN! read and understand kindergarten grade level literature. k.2 I CAN! use literature text features to read and understand kindergarten grade literature, including stories, dramas and poetry. a) CAN I? ask and answer questions about key details in a text. b) CAN I? retell familiar stories, including key details. c) CAN I? identify characters, settings, and major events in a story. d) CAN I? describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). e) CAN I? compare and contrast the adventures and experiences of characters in familiar stories. f) CAN I? actively engage in group reading activities with purpose and understanding. g) CAN I? activate prior knowledge related to the information and events in texts. h) use illustrations and context to make predictions about text. a) CAN I? Ask and answer questions about unknown words in a text. b) CAN I? Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). c) CAN I? With prompting and support, me the author and illustrator of a story and define the role of each in telling the story. ELA Standards for Reading Informatiol Text k.3 I CAN! read and understand kindergarten grade level informatiol text. a) CAN I? With prompting and support, ask and answer questions about key details in a text. b) CAN I? With prompting and support, identify the main topic and retell key details of a text. c) CAN I? With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. d) CAN I? With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). e) CAN I? With prompting and support, identify the reasons an author gives to support points in a text. f) CAN I? With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). g) CAN I? Actively engage in group reading activities with purpose and understanding. h) CAN I? Activate prior knowledge related to the information and events in texts. i) CAN I? Use illustrations and context to make predictions about text. k.4 I CAN! use text features to read and understand nonfiction text. a) CAN I? With prompting and support, ask and answer questions about unknown words in a text. b) CAN I? Identify the front cover, back cover, and title page of a book. c) CAN I? Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. ELA Standards for Writing k.5 I CAN! write for different tasks, purposes, and audiences. a) CAN I? Use a combition of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the me of the book they are writing about and state an opinion or preference

2 about the topic or book (e.g., My favorite book is...). b) CAN I? Use a combition of drawing, dictating, and writing to compose informative/explatory texts in which they me what they are writing about and supply some information about the topic. c) CAN I? Use a combition of drawing, dictating, and writing to rrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. k.6 I CAN! use the writing process to develop my writing. Speaking and Listening a) CAN I? With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. b) CAN I? With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. k.7 I CAN! I can listen and speak clearly so others can understand. k.8 I CAN! Understand and follow one- and two-step oral directions. Language a) CAN I? Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.(item not tested on Milestones) b) CAN I? Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (item not tested on Milestones) c) CAN I? Continue a conversation through multiple exchanges. (item not tested on Milestones) d) CAN I? Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (item not tested on Milestones) a) CAN I? Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (item not tested on milestones) b) CAN I? Describe familiar people, places, things, and events and, with prompting and support, provide additiol detail. (item not tested on milestones) c) CAN I? Add drawings or other visual displays to descriptions as desired to provide additiol detail. (item not tested on milestones) d) Speak audibly and express thoughts, feelings, and ideas clearly. K.9 I CAN! I can acquire and use new vocabulary words correctly. K.10 I CAN! With guidance and support from adults, explore word relationships and nuances in word meanings. K.11 I CAN! Use words and phrases acquired through conversations, reading and being read to, and responding to texts. a) CAN I? Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. b) CAN I? Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). c) CAN I? Use the most frequently occurring inflections and affixes (e.g., - ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. a) CAN I? Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b) CAN I? Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c) CAN I? Identify real-life connections between words and their use (e.g., note places at school that are colorful). d) CAN I? Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. ELA Standards for Reading Foundatiol Skills

3 K.12 I CAN! demonstrate understanding of the organization and basic features of print. a) CAN I? Follow words from left to right, top to bottom, and page by page. b) CAN I? Recognize that spoken words are represented in written language by specific sequences of letters. c) CAN I? Understand that words are separated by spaces in print. d) CAN I? Recognize and me all upper- and lowercase letters of the alphabet. K.13 I CAN! I can understand spoken words, syllables, and sounds. K.14 I CAN! Use what I know about sounds and words to decode words by themselves or in text. a) CAN I? Recognize and produce rhyming words. b) CAN I? Count, pronounce, blend, and segment syllables in spoken words. c) CAN I? Blend and segment onsets and rimes of single-syllable spoken words. d) CAN I? Blend two to three phonemes into recognizable words. e) CAN I? Isolate and pronounce the initial, medial vowel, and fil sounds (phonemes) in three-phoneme (consont-vowel-consont, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) *Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. a) CAN I? Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consont. b) CAN I? Associate the long and short sounds with common spellings (graphemes) for the five major vowels.*identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, and Uu) and know the long and short sound of each vowel. c) CAN I? Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d) CAN I? Distinguish between similarly spelled words by identifying the sounds of the letters that differ. K.15 I CAN! read emergentreader texts with purpose and understanding. Language k.16 I CAN! Use correct grammar and usage when writing or speaking. k.17 I CAN! Use correct capitalization, punctuation, and spelling when writing. a) CAN I? Print many upper- and lowercase letters. b) CAN I? Use frequently occurring nouns and verbs. c) CAN I? Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d) CAN I? Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f) Produce and expand complete sentences in shared language activities. a) CAN I? Capitalize the first word in a sentence and the pronoun I. b) CAN I? Recognize and me end punctuation. c) CAN I? Write a letter or letters for most consont and short-vowel sounds (phonemes). d) CAN I? Spell simple words phonetically, drawing on knowledge of soundletter relationships.

4 1st Grade ELA I CAN!s and CAN I?s # I CAN!s Can I?s TARGET Themes: Teacher directed thematic units. These units can be scaffolded to reach the individual learning needs of each student in a class. ELA Standards for Reading Literature Bolded words indicate academic language Standards are listed by College and Career Readiness Anchor Standards for Reading 1.1 I CAN! read and understand my first grade level literature. 1.2 I CAN! use literature text features to read and understand first grade literature, including stories, dramas and poetry. a) CAN I? Ask and answer questions about key details in a text. b) CAN I? Retell stories, including key details, and demonstrate understanding of their central message or lesson. c) CAN I? Describe characters, settings, and major events in a story, using key details. d) CAN I? Use illustrations and details in a story to describe its characters, setting, or events. e) CAN I? Make predictions f) CAN I? Compare and contrast the adventures and experiences of characters in stories. g) CAN I? With prompting and support, read prose and poetry of appropriate complexity for grade 1. a) CAN I? Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. b) CAN I? Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. c) CAN I? Identify who is telling the story at various points in a text. ELA Standards for Reading Informatiol Text 1.3 I CAN! read and understand first grade level informatiol text. a) CAN I? Ask and answer questions about key details in a text. b) CAN I? Identify the main topic and retell key details of a text. c) CAN I? Describe the connection between two individuals, events, ideas, or pieces of information in a text. d) CAN I? Use the illustrations and details in a text to describe its key ideas. e) CAN I? Identify the reasons an author gives to support points in a text. f) CAN I? Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). g) CAN I? Make predictions. h) CAN I? Activate prior knowledge related to the information and events in texts. i) CAN I? Use illustrations and context to make predictions about text. 1.4 I CAN! use text features to read and understand nonfiction text. a) CAN I? Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 on pages for additiol expectations.) b) CAN I? Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. c) CAN I? Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ELA Standards for Writing 1.5 I CAN! write for different tasks, purposes, and audiences. a) CAN I? Write opinion pieces in which they introduce the topic or me the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. b) CAN I? Write informative/explatory texts in which they me a topic,

5 supply some facts about the topic, and provide some sense of closure. c) CAN I? Write rratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to sigl event order, and provide some sense of closure. 1.6 I CAN! use the writing process to develop my writing. Speaking and Listening d) CAN I? With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. e) CAN I? With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 1.7 I CAN! I can listen and speak clearly so others can understand. 1.8 I CAN! Understand and follow one- and two-step oral directions. Language a) CAN I? Participate in collaborative conversations with diverse partners about first grade topics and texts with peers and adults in small and larger groups.(item not tested on Milestones) b) CAN I? Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (item not tested on Milestones) c) CAN I? Continue a conversation through multiple exchanges. (item not tested on Milestones) d) CAN I? Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (item not tested on Milestones) a) CAN I? Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (item not tested on milestones) b) CAN I? Describe familiar people, places, things, and events and, with prompting and support, provide additiol detail. (item not tested on milestones) c) CAN I? Ask and answer questions about what a speaker says in order to gather additiol information or clarify something that is not understood. (item not tested on milestones) d) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. e) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. f) Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on pages 18 and 19 for specific expectations.) 1.9 I CAN! I can acquire and use new vocabulary words correctly I CAN! With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings I CAN! Use words and phrases acquired through conversations, reading and being read to, and responding to texts, a) CAN I? I can acquire and use new vocabulary words correctly. b) CAN I? Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their inflectiol forms (e.g., looks, looked, looking). a) CAN I? Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b) CAN I? Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c) CAN I? Identify real-life connections between words and their use (e.g., note places at home that are cozy). d) CAN I? Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

6 including using frequently occurring conjunctions to sigl simple relationships (e.g., I med my hamster Nibblet because she nibbles too much because she likes that). Steps: Student driven mastery learning skills. ELA Standards for Reading Foundatiol Skills 1.12 I CAN! understand the organization and basic features of print I CAN! understand spoken words, syllables, and sounds I CAN! apply what I know about phonics and words to decode words by themselves and in text. a) CAN I? Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). a) CAN I? Distinguish long from short vowel sounds in spoken single-syllable words. b) CAN I? Orally produce single-syllable words by blending sounds (phonemes), including consont blends. c) CAN I? Isolate and pronounce initial, medial vowel, and fil sounds (phonemes) in spoken single-syllable words. d) CAN I? Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). a) CAN I? Know the spelling-sound correspondences for common consont digraphs. b) CAN I? Decode regularly spelled one-syllable words. c) CAN I? Know fil -e and common vowel team conventions for representing long vowel sounds. d) CAN I? Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e) CAN I? Decode two-syllable words following basic patterns by breaking the words into syllables. f) CAN I? Read words with inflectiol endings. g) CAN I? Recognize and read grade-appropriate irregularly spelled words I CAN! read with fluency and understand what I m reading. Language a) CAN I? Read on-level text with purpose and understanding. b) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary I CAN! Use correct grammar and usage when writing or speaking I CAN! Use correct capitalization, punctuation, and spelling when writing. a) CAN I? Print all upper- and lowercase letters. b) CAN I? Use common, proper, and possessive nouns. c) CAN I? Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d) CAN I? Use persol (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e) CAN I? Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. a) CAN I? Capitalize dates and mes of people. b) CAN I? Use end punctuation for sentences. c) CAN I? Use commas in dates and to separate single words in a series. d) CAN I? Use conventiol spelling for words with common spelling patterns and for frequently occurring irregular words. e) CAN I? Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

7 2nd Grade ELA I CAN!s and CAN I?s # I CAN!s Can I?s TARGET ELA Standards for Reading Literature Bolded words indicate academic language Standards are listed by College and Career Readiness Anchor Standards for Reading 2.1 I CAN! read and comprehend second grade literature, including stories and poetry. 2.2 I CAN! use literature text features to read and understand second grade literature, including stories and poetry. a) CAN I? ask and answer such questions as who, what, where, when, why,and how to demonstrate understanding of key details in a text. RL b) CAN I? recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. c) CAN I? describe how characters in a story respond to major events and challenges. d) CAN I? use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. e) CAN I? compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. a) CAN I? describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. b) CAN I? describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. c) CAN I? acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ELA Standards for Reading Informatiol Text 2.3 I CAN! read and comprehend informatiol texts, including history/social studies, science, and online information. 2.4 I CAN! use text features to read and understand nonfiction text, including text books, online articles & websites, and reference books. a) CAN I? ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. b) CAN I? identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. c) CAN I? describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. d) CAN I? explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. e) CAN I? describe how reasons support specific points the author makes in a text. f) CAN I? compare and contrast the most important points presented by two texts on the same topic. a) CAN I? determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. b) CAN I? know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. c) CAN I? identify the main purpose of a text, including what the author wants to answer, explain, or describe.

8 ELA Standards for Writing Claim Two: Students can produce effective writing for a range of purposes and audiences. W 3.1, 3.2, 3.3 Claim Four: Students can engage in research/inquiry to investigate topics, and to alyze, integrate, and present information. W 3.1, I CAN! write for different tasks, purposes, and audiences. 2.6 I CAN! use the writing process to develop my writing. 2.7 I CAN! work collaboratively with my peers to use our print and digital tools to answer a question we have about the world. Speaking and Listening a) CAN I? write opinion pieces in which I introduce the topic or book I am writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section. b) CAN I? write informative/explatory texts in which I introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. c) CAN I? write rratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to sigl the order of events, and provide a sense of closure. a) CAN I? focus on a topic and strengthen writing by editing and revising. b) CAN I? use digital tools to produce and publish writing, including collaborating with peers. (Item not tested on Milestones) a) CAN I? participate in shared research and writing projects (read a number of books on a single topic to produce a report; record science observations). (Item not tested on Milestones) b) CAN I? recall information from experiences or gather information from provided sources to answer a question. (Item not tested on Milestone) 2.8 I CAN! participate in collaborative conversations, in small and large groups, about my second grade topics and books we are reading. 2.9 I CAN! communicate ideas and experiences through oral and visual presentations I CAN! use print or digital tools to determine the meaning of unknown and multiple-meaning words and phrases I discover in my second grade reading. a) CAN I? follow agreed-upon rules for discussion (taking turns speaking,listening fully, speaking one at a time about the texts and topics under discussion) (Item not tested on Milestones) b) CAN I? build on other s talk in conversations by linking their comments to the remarks of others. (Item not tested on Milestones) c) CAN I? ask for clarification and further explation to better understand the discussion. (Item not tested on Milestones) d) CAN I? recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Item not tested on Milestones) e) CAN I? ask and answer questions about what a speaker says in order to clarify comprehension, gather additiol information, or deepen understanding of a topic or issue. a) CAN I? tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. b) CAN I? create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. c) CAN I? produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. a) CAN I? use sentence-level context as a clue to the meaning of a word or phrase. b) CAN I? determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c) CAN I? use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,

9 additiol). d) CAN I? use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e) CAN I? use glossaries and beginning dictiories, both print and digital, to determine or clarify the meaning of words and phrases I CAN! understand word relationships and shades of meaning in my second grade reading. Steps: Student driven mastery learning skills. a) CAN I? identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b) CAN I? distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ELA Standards for Reading Foundatiol Skills 2.12 I CAN! use what I know about phonics to decode words as I read I CAN! read with accuracy and fluency to support my comprehension. Language a) CAN I? distinguish between long and short vowels when reading regularly spelled one-syllable words. b) CAN I? read words with common vowel teams. c) CAN I? decode regularly spelled two-syllable words with long vowels. d) CAN I? decode words with common prefixes and suffixes. e) CAN I? identify and use homophones. f) CAN I? recognize and read my second grade sight words. a) CAN I? read with purpose and understanding. b) Can I? read out loud with accuracy, at a tural pace, and use expression. c) Can I? use context to understand what I m reading or to self correct I CAN! use proper grammar when I write and speak I CAN! use proper capitalization, punctuation, and spelling in my writing. a) CAN I? use collective nouns (e.g., group). b) CAN I? form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c) CAN I? use reflexive pronouns (e.g., myself, ourselves). d) CAN I? form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e) CAN I? use adjectives and adverbs, and choose between them depending on what is to be modified. f) CAN I? produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). a) CAN I? capitalize holidays, product mes, and geographic mes. b) CAN I? use commas in greetings and closings of letters. c) CAN I? use an apostrophe to form contractions and frequently occurring possessives. d) CAN I? spell my second grade word families correctly (-igh, -oo, -ue, -ew, -aw, - augh, -ough, -oy, -oi, ou, -ow) r controlled vowels, (-or, -ar, -er, -ir, -ur). e) CAN I? consult reference materials, including beginning dictiories, as needed to check and correct spellings. Not Included: Knowledge of Language: L 2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L 2.3a Compare formal and informal uses of English

10 3rd Grade ELA I CAN!s and CAN I?s # I CAN!s CAN I?s Target ELA Standards for Reading Literature Bolded words indicate academic language Standards are listed by College and Career Readiness Anchor Standards for Reading Claim One: Students can read closely and alytically to comprehend a range of increasingly complex literary and informatiol texts. 3.1 I CAN! read and comprehend third grade literature, including stories, dramas and poetry. 3.2 I CAN! use literature text features to read and understand third grade literature, including stories, dramas and poetry. a) CAN I? ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. b) CAN I? recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. c) CAN I? describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events d) CAN I? explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) e) CAN I? compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) a) CAN I? determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. b) CAN I? refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. c) CAN I? distinguish their own point of view from that of the rrator or those of the characters. ELA Standards for Reading Informatiol Text Claim One: Students can read closely and alytically to comprehend a range of increasingly complex literary and informatiol texts. Claim Four: Students can engage in research/inquiry to investigate topics, and to alyze, integrate, and present information. 3.3 I CAN! read and comprehend informatiol texts, including history/social studies, science, and online information. 3.4 I CAN! use text features to read and understand nonfiction text, including text books, online articles, a) CAN I? ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI b) CAN I? determine the main idea of a text; recount the key details and explain how they support the main idea. c) CAN I? describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. d) CAN I? use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). e) CAN I? describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). f) CAN I? compare and contrast the most important points and key details presented in two texts on the same topic. a) CAN I? determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. b) CAN I? use text features and search tools (e.g., key words, sidebars,

11 websites, and reference books. hyperlinks) to locate information relevant to a given topic efficiently. c) CAN I? distinguish their own point of view from that of the author of a text. ELA Standards for Writing Claim Two: Students can produce effective writing for a range of purposes and audiences. W 3.1, 3.2, 3.3 Claim Four: Students can engage in research/inquiry to investigate topics, and to alyze, integrate, and present information. W 3.1, I CAN! write for different tasks, purposes, and audiences. Opinion: Write opinion pieces on topics or texts, supporting a point of view with reasons. a) CAN I? read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. b) CAN I? provide reasons that support the opinion. c) CAN I? use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d) CAN I? provide a concluding statement or section. Write informative/explatory texts to examine a topic and convey ideas and information clearly. e) CAN I? introduce a topic and group related information together; include illustrations when useful to aiding comprehension. f) CAN I? develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. g) CAN I? provide a concluding statement or section. Narrative: Write rratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. h) CAN I? establish a situation and introduce a rrator and/or characters; organize an event sequence that unfolds turally. I) CAN I? use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. J) CAN I? use temporal words and phrases to sigl event order. K) CAN I? provide a sense of closure. 3.6 I CAN! use the writing process to develop my writing. 3.7 I CAN! work collaboratively with my peers to use our print and digital tools to answer a question we have about the world. a) CAN I? with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Item not tested on milestones) b) CAN I? with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Item not tested on milestones) c) CAN I? with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (Item not tested on milestones) a) CAN I? conduct short research projects that build knowledge about a topic. (Item not tested on Milestones) b) CAN I? recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (Item not tested on Milestone) Speaking and Listening Claim Three: Students can employ effective speaking and listening skills for a range of purposes and audiences. SL 3.2, I CAN! participate in collaborative conversations, in small and large groups, about my third grade topics and books we are reading. a) CAN I? come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (Item not tested on Milestones) b) CAN I? follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and

12 texts under discussion). (Item not tested on Milestones) c) CAN I? ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (Item not tested on Milestones) d) CAN I? explain their own ideas and understanding in light of the discussion. (Item not tested on Milestones) e) CAN I? determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. f) CAN I? ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.9 I CAN! communicate ideas and experiences through oral and visual presentations. a) CAN I? report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Item not tested on milestones) b) CAN I? create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (Item not tested on milestones) c) CAN I? speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Item not tested on milestones) Language Claim One: Students can read closely and alytically to comprehend a range of increasingly complex literary and informatiol texts. L 3.4, 3.5 Claim Two: Students can produce effective writing for a range of purposes and audiences. L 3.1, 3.2, 3.3, 3.6 Not Included: Knowledge of Language: Claim Two: Students can produce effective writing for a range of purposes and audiences. (MC, MS, HT) L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L 3.3a Choose words and phrases for effect. L 3.3b Recognize and observe differences between the conventions of spoken and written standard English I CAN! use print or digital tools to determine the meaning of unknown and multiple-meaning words and phrases I discover in my third grade reading I CAN! Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a) CAN I? use sentence-level context as a clue to the meaning of a word or phrase. b) CAN I? determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c) CAN I? use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d) CAN I? use glossaries and beginning dictiories, both print and digital, to determine or clarify the meaning of words and phrases. a) CAN I? distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps). b) CAN I? identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c) CAN I? identify multiple meaning words such as: synonyms, antonyms, homophones d) CAN I? identify figurative language such as: similes metaphors and e) CAN I? acquire and use accurately grade-appropriate conversatiol, general academic, and domain-specific words and phrases, including those that sigl spatial and temporal relationships (e.g., After dinner that night we went looking for them). (Item not tested on milestones) Steps: Student driven mastery learning skills. ELA Standards for Reading Foundatiol Skills Claim One: Students can read closely and alytically to comprehend a range of increasingly complex literary and informatiol texts I CAN! use what I know about a) CAN I? Identify the meaning of the most common prefixes and

13 phonics to decode words as I read I CAN! read with accuracy and fluency to support my comprehension. derivatiol suffixes. b) CAN I? decode words with common Latin suffixes. c) CAN I? decode multisyllable words. d) CAN I? read my third grade sight words. a) CAN I? read third grade level books with purpose and understanding. b) CAN I? read out loud with accuracy, at a tural pace, and use expression. c) CAN I? use context to understand what I m reading or to self correct. Language Claim One: Students can read closely and alytically to comprehend a range of increasingly complex literary and informatiol texts. L 3.4, 3.5 Claim Two: Students can produce effective writing for a range of purposes and audiences. L 3.1, 3.2, 3.3, I CAN! use proper grammar when I write and speak I CAN! use proper capitalization, punctuation, and spelling in my writing. a) CAN I? explain the function of nouns and pronouns. b) CAN I? Explain the function of verbs. c) CAN I? Explain the function of adverbs. d) CAN I? Explain the function of adjectives. e) CAN I? form and use regular and irregular plural nouns. f) CAN I? use abstract nouns (e.g., childhood). g) CAN I? form and use regular and irregular verbs. h) CAN I? form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. i) CAN I? ensure subject-verb and pronoun-antecedent agreement. j) CAN I? form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. k) CAN I? use coorditing and suborditing conjunctions. l) CAN I? produce simple, compound, and complex sentences. a) CAN I? capitalize appropriate words in titles. b) CAN I? use commas in addresses. c) CAN I? use commas and quotation marks in dialogue. d) CAN I? form and use possessives. e) CAN I? spell my third grade sight words and words that add suffixes to base words (e.g., sitting, smiled, cries, happiness). f) CAN I? use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g) CAN I? use reference materials, including beginning dictiories, as needed to check and correct spellings.

14 4th Grade ELA I CAN!s and CAN I?s # I CAN!s Can I?s TARGET Themes: Teacher directed thematic units. These units can be scaffolded to reach the individual learning needs of each student in a class. ELA Standards for Reading Literature Bolded words indicate academic language Standards are listed by College and Career Readiness Anchor Standards for Reading 4.1 I CAN! Read and comprehend fourth grade literature, including stories, dramas, and poetry. 4.2 I CAN! use literature text features to read and understand fourth grade literature, including stories, dramas and poetry. a) CAN I? refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. b) CAN I? determine a theme of a story, drama, or poem from details in the text; summarize the text. c) CAN I? describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). d) CAN I? make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. e) CAN I? compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditiol literature from different cultures. a) CAN I? determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). b) CAN I? explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. c) CAN I? compare and contrast the point of view from which different stories are rrated, including the difference between first- and third-person rrations. ELA Standards for Reading Informatiol Text 4.3 I CAN! read and comprehend fourth grade informatiol texts, including history/social studies, science, and technical texts. 4.4 I CAN! use text features to read and understand nonfiction text, including text books, online articles & websites, and reference books. a) CAN I? refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.ri b) CAN I? determine the main idea of a text and explain how it is supported by key details; summarize the text. c) CAN I? explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. d) CAN I? interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. e) CAN I? explain how an author uses reasons and evidence to support particular points in a text. f) CAN I? integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. a) CAN I? determine the meaning of the language of the discipline (general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area). b) CAN I? describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. c) CAN I? compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

15 ELA Standards for Writing 4.5 I CAN! write for different tasks, purposes, and audiences. 4.6 I CAN! use the writing process to develop my writing. 4.7 I CAN! work collaboratively with my peers to use our print and digital tools to answer a question we have about the world. Speaking and Listening CAN I? Write opinion pieces on topics or texts, supporting a point of view with reasons. a) CAN I? introduce a topic or text clearly, state an opinion, and create an organizatiol structure in which related ideas are grouped to support the writer's purpose. b) CAN I? provide reasons that are supported by facts and details.. c) CAN I? link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d) CAN I? provide a concluding statement or section related to the opinion presented. CAN I? Write informative/explatory texts to examine a topic and convey ideas and information clearly. e) CAN I? introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. f) CAN I? develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. g) CAN I? link ideas within categories of information using words and phrases (e.g., another,for example, also, because). h) CAN I? use precise language and domain-specific vocabulary to inform about or explain the topic. i) CAN I? provide a concluding statement or section related to the information or explation presented. CAN I? Write rratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. j) CAN I? orient the reader by establishing a situation and introducing a rrator and/or characters; organize an event sequence that unfolds turally. k) CAN I? use dialogue and description to develop experiences and events or show the responses of characters to situations. L) CAN I? use a variety of transitiol words and phrases to mage the sequence of events. M) CAN I? use concrete words and phrases and sensory details to convey experiences and events precisely. N) CAN I? provide a conclusion that follows from the rrated experiences or events. a) CAN I? with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Item not tested on milestones) b) CAN I? with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Item not tested on milestones) c) CAN I? with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (Item not tested on milestones.) a) CAN I? conduct short research projects that build knowledge about a topic. (item not tested on Milestones) b) CAN I? recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (item not tested on Milestone) c) CAN I? draw evidence from literary or informatiol texts to support alysis, reflection, and research. d) CAN I? describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]. e) CAN I? explain how an author uses reasons and evidence to support particular points in a text 4.8 I CAN! participate in collaborative conversations, in small and large groups, a) CAN I? come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (Item not tested on Milestones)