3rd Trimester Learning Intentions and Success Criteria

3rd Trimester Learning Intentionsand Success Criteria

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3rd Trimester: Learning Intentions and Success Criteria

3rd Trimester: Learning Intentions and Success CriteriaWhat is it? For our core subject areas, each grade level has identified instructional priorities using the language of “learning intentions” and “success criteria”. These terms are described below.Each grade level has identified up to 4 instructional priorities in ELA and Math. These priorities guide the curriculum materials we use and the activities and assignments we provide.

English Language Arts (ELA) includes reading, writing,

language and foundational skills. Foundational skills are the

phonics, phonemic awareness, and vocabulary skills that we

teach throughout all grade levels

Math includes numbers in base ten, operations and algebraic

thinking, number sense, fractions, and geometry.

What should I look for?Learning Intention: This is the content standard that will be the focus of the trimester. Each learning intention for the trimester is broken down into essential vocabulary and success criteria. Essential VocabularyThis is the vocabulary that is required for students to understand and master the success criteria and ultimately the learning intention(s) for the lesson or unit.Success CriteriaThese are the individual skills that make up the learning intention. As students build these skills through practice and application, the skills combined will help the student reach the learning intention.

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I am learning to apply grade-level phonics when reading.

Essential Vocabulary

Consonant Vowels(long/short)

CVC words(consonant-vowel-consonant)

Sight words (also called high frequency words or popcorn words or power words)

Success Criteria

Nearing Proficient

❏ Knows all letter sounds (upper and lower case)❏ Knows short vowel sounds❏ Reads some high frequency words (sight words)

Proficient

❏ Reading CVC words❏ Knows long and short vowel sounds (a,e,i,o,u)❏ Reads many (36-40) high frequency words (sight words)

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I am learning to draw, dictate and write an informational text (Non-Fiction) to provide information about a topic. (Chick life cycle) in writing.


FactDiagramChartGlossaryTable of contentsCaptionsNon-Fiction

Finger spacePunctuationUpper CaseLower case

Success Criteria

Nearing Proficient

❏ I can write letters❏ I can draw simple shapes❏ I can verbalize facts about a topic❏ I can participate in research

Proficient

❏ I can use inventive spelling and correctly spelled sight words to tell facts about a topic

❏ Experiments with conventions (Capitalization, finger spaces, punctuation)

❏ I can draw pictures to match the facts

Learning Intention #2:I am learning to spell simple words phonetically (inventive spelling) when writing.


Beginning(initial, first)

Middle(medial)

End(last, final)

Success Criteria

Nearing-Proficient

❏ I can write the beginning sound in a word

❏ I can write the beginning and ending sound in a word

Proficient

❏ I can write the beginning, middle and ending sound in a word

Math

Learning Intention #1: I am learning to solve addition and subtraction word problems within 10 in math


AddSubtractEqualEquationMath sentenceSolveStrategies- (pictures, objects, fingers, numbers) Word problems (story problem)

Success Criteria

Nearing Proficient

❏ I can identify numbers to 10❏ I can count ten or more

objects❏ I can solve addition word

problems within 5❏ I can solve subtraction word

problems within 5❏ I can use one strategy to

solve problems.

Proficient

❏ I can solve addition word problems within 10.

❏ I can solve subtraction word problems within 10.

❏ I know how to use a variety of strategies to solve problems.

Learning Intention #2: I am learning to fluently add and subtract equations within 5 in math.


Equation (number sentence)SolveStrategies (fingers, pictures, objects)AdditionSubtractionEqualsSymbols (+, -, =)

Success Criteria

Nearing Proficient

❏ I can use concrete strategies (objects, fingers, drawings) to solve an addition equation.

❏ I can use concrete strategies (objects, fingers, drawings) to solve a subtraction equation.

Proficient

❏ I can efficiently solve an addition equation

❏ I can efficiently solve a subtraction equation

Math

Learning Intention #3: I am learning to build numbers 11-19 using tens and ones. In math.


Teen numbers (11-19)

Represent/build (use objects to show)

Tens

Ones

Success Criteria

Nearing Proficient

❏ I can identify numbers 1-10❏ I can count a group of objects between 10-20❏ I can represent/build a ten group

Proficient

❏ I can Identify teen numbers 11-19❏ I can represent/build a teen number by using a ten and a group of extra

ones. (12=a group of 10 and 2 extra ones)










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Learning Intention #1:I will know and apply grade level phonics and word analysis skills in decoding words.

Essential VocabularyIrregularRegularSoundSyllableWordVowelDigraph consonant

Success CriteriaLevel 2❏ I can recognize or recall the

spelling-sound correspondences for common consonant digraphs.

❏ I can decode regularly spelled one syllable words.

❏ I can recognize final -e represents long vowel sounds.

❏ I can determine the number of syllables in a printed word based on the knowledge that every syllable must have a vowels sound.

Level 3❏ I can use final -e and common vowel

team conventions to represent long vowel sounds.

❏ I can decode two-syllable words following basic patterns by breaking the words into syllables.

❏ I can read grade-appropriate words with inflectional endings.

Learning Intention #2:I will describe characters, settings, and major events in a story, using key details.

Essential VocabularyCharactersSettingMajor eventKey details

Success CriteriaLevel 2❏ I can identify characters, settings,

or major events in a story with prompting and support.

Level 3❏ I can use key details to describe

characters, settings, and main events in a story.

Level 4❏ I can describe how characters in a

story respond to major events and challenges.

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I can produce informative/explanatory writing in which I name a topic, supply some facts about the topic, and provide some sense of closure.

Essential Vocabularynonfictioninformativeexplanatoryfactssupportsummarizesummarykey detailsexplain

Success CriteriaLevel 2:❏ I can apply grade-level grammar skills to my writing.❏ I can use capitals, spaces, and punctuation when I write sentences.❏ I can capitalize proper nouns. ❏ I can produce an informative text with SOME of the following elements:

❏ I can introduce a topic.❏ I can include facts into my writing. .❏ I can use descriptive words to enhance my writing.❏ I can use a variety of words and phrases to inform the reader.❏ I can provide a summary of what was written. .

Level 3:❏ I can produce a multi-paragraph informative text that includes ALL of the

following elements:❏ I can introduce a topic.❏ I can include facts into my writing. .❏ I can use descriptive words to enhance my writing.❏ I can use a variety of words and phrases to inform the reader.❏ I can provide a summary of what was written. .

Math

Learning Intention #1: I can understand that the two digits of a two-digit number represent amounts of tens and ones.

Essential Vocabularytensonesdigitsdecade numbersmultiplesgroupplace value

Success CriteriaLevel 2:❏ I can define the essential vocabulary❏ I can identify how many ones are in a ten.❏ I can refer to multiples of ten (10, 20, 30,...) as

groups of ten and 0 ones.

Level 3:❏ I can represent two-digit numbers as tens and

ones. ❏ I can break a number apart

Level 4:❏ I can explain that the three digits of a

three-digit number represent amounts of hundreds, tens, and ones.

Math

Learning Intention #2: I can compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn the formal names such as “right rectangular prism.”)

Essential Vocabularycomposecompositecomparerectanglessquarestrianglescubesrectangular prismsconescylinders

Success CriteriaLevel 2❏ I can name three dimensional shapes (circle,

rectangles, squares, triangles, half-circles, and quarter-circles, cubes, circular cones, cylinders, compose, composite)

❏ Create two-dimensional shapes❏ Recognize circles and rectangles that are divided

into halves and fourthsLevel 3❏ I can compose two- and three-dimensional shapes

to create new shapes. ❏ I can describe the shares of divided circles and

rectangles using the words halves, fourths, and quarters.

Level 4❏ I can compare attributes of different shapes.❏ I can compose two or three dimensional shapes in

more than one way.

Math

Learning Intention #3: I will distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size);I will build and draw shapes to possess defining attributes.

Essential Vocabularysquarecircletrianglerectanglecubeconecylinderspherepyramid rectangular prismattributessidesfaces

Success CriteriaLevel 2❏ I can define the essential vocabulary

Level 3❏ I can define attributes that are characteristics of a

geometric shapes (e.g., number of sides, corners etc.).

❏ I can define non-defining attributes that do not identify what the shape is called (e.g., color, open/closed, size, etc.).

❏ I can build and draw shapes with the defining attributes (e.g., faces, sides, etc.).

Level 4❏ I can compare the attributes of different shapes.







Math includes numbers in base ten, operations of addition and subtraction, measurement and

data


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Learning Intention #1:I can identify the main idea and, at least 3 supporting details, from a text.

Essential Vocabularymain topicparagraphtext featuressummarizekey detailsexplain

Success CriteriaLevel 2:❏ I can define the term “paragraph.”❏ I can define the term “main topic”

for an informational text❏ I can define the term “key details”

for an informational text❏ I can identify the main topic of a

paragraph in an informational text❏ I can identify key details to

support a main topic of a paragraph in an informational text

Level 3:❏ I can identify the main topic of a

multi-paragraph text and identify the details to support that main idea

Level 4: ❏ I can use the main ideas and

details of a text to write a summary.

Learning Intention #2:I will read grade level phonics


Success CriteriaLevel 2:❏ I can identify and read words with

phonics patterns

Relevance: I need to read and understand a variety of textsI need to be able to decode unknown words and phrases when I am reading so I can read fluently

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Learning Intention #3:I will compare and contrast two texts.

Essential Vocabularycomparecontrasttopic

Success CriteriaLevel 2:❏ I can define “compare”❏ I can define “contrast”❏ I can define “topic”❏ I can discuss the experience of a character in a story using key details.

Level 3:❏ I can explain the key details of a multi-paragraph text❏ I can identify the main topic of a text❏ I can compare similarities and differences between texts

Level 4:❏ I can compare and contrast books by the same author

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Learning Intention #4:Recount stories, including fables and folktales from diverse cultures, including American Indian stories, and determine their central message, lesson, or moral.

Essential Vocabularycentral messagethememoralfablesfolktales

Success CriteriaLevel 2❏ I can identify the key details in a story. ❏ I can summarize a story.

Level 3❏ I can recount stories, including fables and folktales from diverse cultures

and determine their central message, lesson, or moral.

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I will write a narrative story with a beginning, middle, and end using temporal words.

Essential Vocabularynarrativetemporal wordsclosure

Success CriteriaLevel 2:❏ I can define “narrative”❏ I can define “temporal word”❏ I can define “closure” in a narrative text❏ I can identify temporal words in writing.❏ I can retell a story by sequencing events in order using temporal words

(first, next, finally)❏ I can produce a narrative text based on the Three Little Pigs that includes

SOME of the following elements:❏ I can describe an elaborate sequence of events (more than ?).❏ I can include details that describe actions, thoughts, and feelings.❏ I can include temporal words to signal event order.❏ I can provide closure.

Level 3:❏ I can transfer writing from a graphic organizer, template or notes into a

written piece. ❏ I can produce a narrative text based on the Three Little Pigs that includes

ALL of the following elements:❏ I can describe an elaborate sequence of events (more than ?).❏ I can include details that describe actions, thoughts, and feelings.❏ I can include temporal words to signal event order.❏ I can provide closure.

Math

Learning Intention #1: I will measure the length of an object using an appropriate tool such as a ruler.

Essential Vocabularyinchescentimetersruler

Success CriteriaLevel 2:❏ I can recognize or know measurement

vocabulary, such as length, ruler, inches, centimeters

❏ I can measure an object using a given unit❏ I can order objects by length

Level 3:❏ I can use the appropriate tool to measure a

given object❏ I can accurately measure the length of an

object using the appropriate toolLevel 4:❏ I can explain the reasons why the tool I

selected is the best choice❏ I can explain the relationship between two

different units of measurement (like inches and centimeters)

Math

Learning Intention #2: I will recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Essential Vocabularyattributes, square, circle, triangle, rectangle, hexagon, trapezoid, parallelogram, cube, cone, cylinder, sphere, rectangular prism, attributes, edges, faces, vertices, closed, angle

Success CriteriaLevel 2:❏ I can define the characteristics of geometric

shapes (number of sides, vertices, angles)❏ I can define attributes that do not identify

what the shape is (color, orientation, size)Level 3:❏ I can identify and draw shapes when given the

number of angles or given a number of equal faces.

❏ I can identify a triangle, quadrilateral, pentagon, hexagon and cube by their attributes.

❏ I can draw a shape to match a definition of a shape or when given its attributes.

Math

Learning Intention #3: I will solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately.

Essential Vocabularypennynickeldimequarterdollarcent$¢

Success CriteriaLevel 2❏ I can count to 100 using increments of 1, 5, 10

and 25.❏ I can fluently add and subtract within 100.

Level 3❏ I can identify coins by their values.❏ I can solve word problems involving dollar bills,

quarters, dimes, nickels and pennies.❏ I can write money amounts as $ (dollars) and

¢ (cents).










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Learning Intention #1:I will determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Essential VocabularyCentral messageLessonMoralFablesFolktalesMythsTheme

Success CriteriaLevel 2❏ I can define

❏ fables ❏ folktales❏ myths ❏ central message❏ theme ❏ moral

❏ I can retell stories including fables, folktales, and myths from diverse cultures.

❏ I can identify the central message of a story.

Level 3❏ I can recount stories, including fables,

folktales, and myths from diverse cultures.

❏ I can determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Level 4❏ I can write my own fable, folktale or

myth.

Learning Intention #2:I will determine the main idea of a text; recount the key details and explain how they support the main idea.

Essential Vocabularydeterminemain ideasupportsummarizekey detailsexplain


❏ key details❏ main idea❏ Recount

❏ I can identify the main idea of a text.

❏ I can identify key details of a text.

Level 3❏ I can determine the main idea of a

text. ❏ I can recount the key details and

explain how they support the main idea.

Level 4❏ I can use the main idea and key

details to write a summary of a text

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❏ I will write narratives to develop real or imagined experiences or events using descriptive details and clear event sequences.

Essential VocabularyNarrativeImaginedexperiencesDescriptive detailsEvent sequences

Success CriteriaLevel 2❏ I can define:

❏ narrative❏ temporal word❏ dialogue❏ closure

❏ I can identify temporal words in writing..❏ I can retell a story by sequencing events in order using temporal words (first, next,

finally).❏ I can produce a narrative text with SOME of the following elements:

❏ I can establish a situation, a narrator, and/or characters..❏ I can organize an event sequence that unfolds naturally.. ❏ I can use dialogue and descriptions of actions, thoughts, and feelings to

develop experiences and events or show the responses of characters to situations.

❏ I can use temporal words and phrases to signal event order.❏ I can provide closure.

Level 3:❏ I can transfer writing from a graphic organizer, template or notes into a written

piece.❏ I can write a narrative that includes all of the following elements

❏ I can establish a situation, a narrator, and/or characters.❏ I can organize an event sequence that unfolds naturally.. ❏ I can use dialogue and descriptions of actions, thoughts, and feelings to

develop experiences and events or show the responses of characters to situations..

❏ I can use temporal words and phrases to signal event order.❏ I can provide closure.

Math

Learning Intention #1: I will understand that shapes in different categories may share attributes and that the shared attributes can define a larger category

Essential VocabularyShapesAttributeCategoryClassify


❏ attribute,❏ category, ❏ classify,

❏ I can Identify the attributes of various shapes❏ I can classify some shapes by some attributes

Level 3❏ I can classify shapes by their attributes.. ❏ I can identify the attributes that make up a shape. ❏ I can state the attributes that define a larger category.

Level 4❏ I can classify 3-dimensional shapes by 2-dimensional

attributes.

Learning Intention #2: I will recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Essential VocabularyRhombusRectanglesSquaresTrapezoidsQuadrilateralsParallelograms


❏ Parallelogram❏ quadrilateral, ❏ rhombus, ❏ rectangle, ❏ Square,❏ Trapezoid

❏ I can Identify the attributes of various quadrilaterals.❏ I can Identify examples of quadrilaterals that are not

rhombuses, rectangles, and squares.Level 3❏ I can classify shapes by their attributes. ❏ I can identify the attributes that make a rhombus,

rectangle, and a square quadrilateral. ❏ I can draw examples of quadrilaterals that are not

rhombuses, rectangles, and squares.❏ I can use definitions and attributes of shapes when

constructing arguments.Level 4❏ I can classify 3-dimensional shapes by 2-dimensional

attributes.










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Learning Intention 4.RL.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Essential Vocabularyinferencedetailexample

Success CriteriaLevel 2:❏ I can recall text dependent

vocabulary. ❏ Refer to details and examples to

demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Level 3:❏ I can refer to details and

examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Level 4:❏ I can quote accurately from a

text when explaining what the text says explicitly and when drawing inferences from the text.

Learning Intention 4.RL.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Essential Vocabularythemekey detailssummarize

Success CriteriaLevel 2:❏ I can explain the term theme.❏ With guidance and support, I can

determine the theme of a story from details in the story.

❏ With guidance and support, I can summarize the story.

Level 3:❏ I can determine a theme of a story

from details in the story.❏ I can summarize the story.

Level 4:❏ I can identify how characters in a

story respond to challenges.

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Learning Intention 4.RL.3Describe 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)

Essential VocabularyCharacterSettingKey details

Success CriteriaLevel 2:❏ I can recognize or recall the terms character, setting, key details.❏ I can provide a basic description of a character, setting, or event.

Level 3:❏ I can describe in depth a character, setting, or event in a story, drawing on specific details in the

text (e.g. a character’s thoughts, words, or actions.)Level 4:❏ I can compare and contrast two or more characters, settings, or events in a story, drawing on

specific details in the text (e.g., how the characters interact).

Math

4.N

F.1

Learning Intention 4.NF.1: ● I can explain equivalent fractions using visual

models.● I can create and explain equivalent fractions even

though the number and size of the parts of the fraction may change.

Essential Vocabulary:Fraction, DenominatorNumerator, Equivalent, Part, Whole

Success Criteria 4.NF.1Level 2:❏ I can explain the terms fraction, numerator, denominator, part, whole, and equivalent.❏ I can recognize equivalent fractions when provided a model ❏ I can visually model a fraction.Level 3:❏ I can produce equivalent fractions with visual models❏ I can explain why two fractions are equivalentLevel 4:❏ I can use common denominators to find equivalent fractions.

Math

4.N

F.3

Learning Intention 4.NF.3:● I can add unit fractions (numerator of 1) to make a fraction ( ⅙

+ ⅙ = 2/6 )● I can decompose (break apart) a fraction or a mixed number

in different ways. ● I can add and subtract mixed numbers and improper

fractions with like denominators.● I can add and subtract fractions to solve word problems.

Essential Vocabulary:Fraction, DenominatorNumerator, Equivalent, Part, Whole, Mixed Number, Improper Fraction, Common Denominators, Decompose

Success Criteria 4.NF.3Level 2:❏ I can explain the terms fraction, numerator, denominator, part, whole, mixed number, improper

fraction, unit fraction, decompose, and equivalent.❏ I can add and subtract fractions with like denominators.❏ I can add and subtract mixed numbers using manipulatives and or models.

Level 3:❏ I can add and subtract mixed numbers and improper fractions with like denominators. ❏ I can decompose a fraction or mixed number into unit fractions.❏ I can add and subtract fractions to solve word problems.

Level 4:❏ I can use shortcuts to change a mixed number into an improper fraction❏ I can add and subtract with unlike denominators.










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Learning Intention #1:Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Essential Vocabularyinformativeexplanatorycategoryintroductionconcluding statementdetailquotations graphic organizer

Success CriteriaProficiency❏ I can introduce a topic clearly, provide a general observation and focus,

and group related information logically.❏ I can include formatting, illustrations and multimedia when useful.❏ I can develop a topic with facts, definitions, details, quotations or other

information and examples. ❏ I can link ideas within and across categories of information.❏ I can link ideas using words, phrases and clauses. ❏ I can use precise language and domain specific vocabulary to inform

about the topic. ❏ I can provide a concluding statement related to the information presented. ❏ I can transfer writing from a graphic organizer, template or notes into a

written piece.

Approaching ProficiencyThe student will perform basic processes, such as:

● Use a teacher provided template or graphic organizer to outline an informative piece.

● Students can perform some, but not all learning targets at proficient level.

Learning Intention #2:Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Essential Vocabularyinvestigationknowledge question researchsourcetopic

Success CriteriaProficient❏ I can choose several sources to gather information to answer research questions.❏ I can analyze the information gathered during research.

Approaching proficiencyThe student will perform basic processes, such as:

● Use teacher provided sources to answer grade appropriate research questions. ● Demonstrate each step of the research process using a teacher provided template. ● Choose one source to gather information to answer research questions.

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Learning Intention #1:I will relate perimeter, area, and volume to the operations of multiplication and addition and solve real world problems involving perimeter, area, and volume.Mathematical Practices ❏ I will attend to precision.

Essential Vocabularyperimeterareavolume2-dimensional3-dimensional

Success CriteriaProficient❏ I can apply the formula A = l x w to find the area of a rectangle.❏ I can apply the formula V = l x w x h to find the volume of a rectangular prism.❏ I can determine the volumes of two separate rectangular prisms and add them to find

the total volume of the combined prisms.❏ I can apply these techniques to solve real-world problems. ❏ I can identify the appropriate units for my answer (i.e.: cubed 3-D vs. squared 2-D)

Approaching proficiency❏ I can define the term “perimeter”❏ I can explain what area is. ❏ I can define the term “volume”❏ I can find the volume of a rectangular prism using unit cubes or multiplication.❏ I can find the surface area of the rectangular prism base.❏ I can state the volume formula for a rectangular prism.❏ I can state the area formula for rectangle or square. ❏ I understand that a rectangle is 2-D and has a length and width. ❏ I understand a cube is 3-D and has a length, width and a height.

Math

Math

Learning Intention #2:I will apply and extend previous understandings of comparing, adding, subtracting, multiplying, and dividing with decimal numbers.Mathematical Practices ❏ I will make sense of problems and persevere in solving them. ❏ I will my understanding of number sense to compare, add, and subtract decimal numbers.❏ I will use my understanding of multiplication and division to multiply and divide decimal numbers.

Essential Vocabularydecimalequivalenttenthshundredthsround

Success CriteriaProficient❏ I can add and subtract decimals.❏ I can compare decimals.❏ I can multiply and divide decimals. ❏ I can round decimal numbers to the nearest whole number, tenths, or hundredths.❏ I can apply my knowledge of comparing, adding, subtracting, multiplying, and dividing

decimal numbers to solve real-world problems.

Approaching proficiency ❏ I can explain the term “decimal”❏ I can define the term“equivalent”❏ I know where the tenths place value is.❏ I know where the hundredths place value is.❏ I understand that decimal numbers can be rounded.

Documents

3rd Trimester Learning Intentions and Success Criteria