Third Grade "I Can..." Statements for Reading and Math

 

“I Can” Read

(Reading – Foundational Skills)

I can read words by using what I know about letters and sounds.

•   I can show what I have learned about letters and sounds by figuring out words.

•   I can find and tell the meanings of most common prefixes.

•   I can find and tell the meanings of most common suffixes.

•   I can read words with common Latin suffixes.

•   I can read words with more than one syllable.

•   I can read third grade words that aren't spelled the way they sound.

  I can read and understand books at my level.

  •   I can fluently read and understand books at my level.

  •   I can read and understand third grade books.

  •   I can read third grade books and poems aloud fluently.

  •   I can use what I understand from my reading to help me figure

         out or correct words I am having trouble with.

 

“I Can” Read Fiction

(Reading – Literature)

I can read, understand and talk about fiction stories.

•   I can ask questions to show that I understand the stories that I am reading.

•   I can answer questions to show that I understand the stories that I am reading.

•   I can find the answers to specific questions within the stories that I read.

•   I can remember and retell different kinds of stories from many cultures.

•   I can figure out the lessons or morals of the stories that I read and

       explain that message using details from the story.

•   I can describe characters in stories and explain how their actions affect

       the story.

•   I can figure out the meanings of words or groups of words in stories by

      thinking about how they are used.

•   I can tell the difference between literal and nonliteral language when I

       read.

•   I can write and talk about fiction by using the words for the different

       parts (ex: chapter, scene, stanza).

•   I can describe how new parts of fiction stories build on the parts that

       have already happened.

•   I can tell the difference between what I think and what the author or

       characters think in a story.

•   I can summarize and sequence the events of a story I have read.

•   I can explain how the author uses illustrations to help the meaning in a

       story.

•   I can compare and contrast stories written by the same author about the

       same or similar characters.

•   I can read and understand third grade stories, plays and poems

       independently.

 

“I Can” Read Nonfiction

(Reading – Informational Text)

I can read, understand and talk about nonfiction texts.

•   I can ask questions to show that I understand the information that I am reading.

•   I can answer questions to show that I understand the information that I am reading.

•   I can find the answers to specific questions within informational text that I read.

•   I can figure out the main idea of informational texts that I read.

•   I can talk about the most important details in the information I read and

      how those details support the main idea.

•   I can describe how some historical events are related to each other.

•   I can describe how some scientific ideas are related to each other.

•   I can describe how the steps in a set of directions are related to each

      other.

•   I can figure out the meanings of words and phrases in science and social

       studies texts.

•   I can use the parts of a text that stand out (chapter & section titles,

       bold words, etc.) to find information quickly.

•   I can use search tools on the computer to find information quickly.

•   I can tell the difference between my opinions and what an author writes

       in informational texts.

•   I can show what I have learned from informational texts and illustrations

      by answering questions about where, when, why and how.

•   I can describe how the sentences and paragraphs in informational text

      are connected and follow a logical order.

•   I can compare and contrast the most important ideas and details in two

       pieces of information about the same topic.

•   I can read and understand 3rd grade informational texts independently.

 

“I Can” Write

(Writing)

I can create different types of writing for different reasons.

•   I can write to share my opinion and give reasons to support that opinion.

•   I can write my opinion piece in an organized way with an introduction followed by reasons to support my opinions.

•   I can give logical reasons that support my opinion in my writing.

•   I can use linking words to connect my opinion with my reasons.

       (ex: because, therefore, since, for example, etc.)

•   I can write a conclusion (ending) to my opinion piece.

•   I can write clearly to inform and explain ideas to others.

•   I can write an informative text that introduces my topic and then

       groups related information together.

•   I can include illustrations in my writing to help others understand

       my topic better.

•   I can write about a topic using facts, definitions and details.

•   I can use linking words to connect the ideas in my writing. (ex:

      also, another, and, more, but, etc.)

•   I can write conclusions (endings) to my informative pieces of

      writing.

•   I can write organized stories that have lots of details.

•   I can write stories from different points of view that have

      characters and a plot.

•   I can use dialogue between the characters in my stories.

•   I can describe the actions and feelings of characters in my

       stories to help others understand the plots of the stories.

 

•   I can use time order (temporal words) to help others understand the order in my stories.  (examples...first, next, then, finally)

•   I can write logical conclusions (endings) to my stories.

•   I can stay focused and organized in all different types of writing.

•   I can write for different purposes, audiences and topics.

  I can make my writing better and get it ready for others to read.

  •   I can plan, revise and edit my writing with the help of friends and adults.

  •   I can use technology to create and publish my writing.

  •   I can use technology to communicate and work with others.

    I can use research to learn more about a topic and present it to others.

    •   I can do short research projects to help me learn more about a topic.

    •   I can remember what I have learned to help me with my research.

    •   I can find new information from books or technology to help me

      with my research.

    •   I can take notes to help me organize the research in my writing.

    •   I can write for short times or over a longer period of time

      depending on my purpose, audience and topic.

 

 

 

“I Can” Share & Listen

(Speaking and Listening)

I can have and understand conversations with all kinds of people.

•   I can be successful when I participate in discussions.

•   I can come to discussions prepared to share my ideas because I have

      read or studied what I needed to.

•   I can listen, wait until it's my turn to speak and be respectful of

      others when I am having discussions.

•   I can ask questions to help me understand and stay on topic when I

      have discussions.

•   I can ask questions during discussions to help me to connect my ideas

       with other people's ideas.

•   I can explain my own thinking and ideas after a discussion.

•   I can figure out the main ideas and details of what I see and hear.

•   I can ask and answer questions about what a speaker says so that I

       understand and can talk more about the topic.

  I can share my ideas and what I have learned.

  •   I can give a report to help others understand a topic better.

  •   I can share a story or experience with important details to help others

         understand a topic better.

  •   I can speak clearly and at an appropriate speed when I am speaking in

         front of others.

  •   I can create engaging recordings of stories or poems to show my

        fluency in reading.

  •   I can create visual presentations to help me share facts and details

         better.

  •   I can speak in complete sentences to make what I am sharing more

        clear to others.

 

“I Can” Use Proper English

(Language)

I can use proper English when I write and speak.

•   I can show that I know how to use words correctly when I write and speak.

•   I can explain how parts of speech (nouns, pronouns, verbs, adjectives and adverbs) work in different sentences.

•   I can correctly say, write and use all kinds of plural nouns.

•   I can understand and use abstract nouns (those that I can’t see

       or touch). (ex: childhood, honesty, courage, faith)

•   I can correctly say, write and use all kinds of verbs (action

       words).

•   I can correctly say, write and use different verb tenses. (ex: I

       walked; I walk; I will walk)

•   I can make sure that all of my nouns and verbs go together

      correctly in the sentences I say and write.

•   I can make sure that all of my pronouns and the nouns they refer

      to go together correctly in the sentences I say and write.

•   I can correctly use comparative and superlative adjectives and

      adverbs correctly when I talk and write.

•   I can use conjunctions in the correct way when I talk and write.

       (ex: for, and, nor, but, or, yet, so, if, etc.)

•   I can say and write simple, compound and complex sentences.

•   I can show that I know how to write sentences correctly.

•   I can use capital letters correctly when I write titles.

•   I can use commas correctly in addresses.

 

•   I can use commas and quotation marks correctly when I write dialogue between two people or characters.

•   I can use apostrophes correctly to show possession.

•   I can spell commonly used words correctly and add suffixes to

      them if needed.

•   I can use patterns I know and rules I have learned to help me

       spell new words.

•   I can use a dictionary or other resources to check and correct my

        spelling.

  I can use what I know about language in different situations.

  •   I can write, speak, read and listen by using what I know about the English language.

  •   I can choose interesting words and phrases to help others understand my meaning better.

  •   I can recognize differences between my speaking language and my written language.

    I can figure out what words mean and use them in different situations.

    •   I can figure out what words mean by thinking about what I have read and by using the strategies I have learned.

    •   I can use clues from what I understand in a sentence to help me figure out new words.

    •   I can use prefixes and suffixes that I know to help me understand the meanings of new words.

    •   I can use root words I know to help me understand the meanings of new words.

 

•   I can use print and online dictionaries to help me find the meanings of new words.

•   I can show that I understand figurative language. (ex: busy as a bee; slow as a snail; you are what you eat)

•   I can figure out how words are related and how their meanings might be similar.

•   I can tell the difference between literal and nonliteral language when I read.

•   I can find real-life connections between words and the way they are used. (ex: people who are friendly or helpful)

•   I can figure out the small differences in meaning with related words that tell about how people feel or how they are       acting. (ex: knew, believed, suspected, heard, wondered)

•   I can use the new words and phrases I have learned in different ways to show that I know what they mean.

 

“I Can” Do Math

(Operations & Algebraic Thinking)

I can write and solve problems using multiplication and division.

•   I can understand multiplication by thinking about groups of objects.

•   I can understand division by thinking about how one group can be divided into smaller groups.

•   I can use what I know about multiplication and division to solve word problems.

•   I can find the missing number in a multiplication or division equation.

•   I can use the Commutative property of multiplication. (If 6 x 4 = 24, then 4 x 6 = 24.)

•   I can use the Associative property of multiplication. (To figure out 3 x 5 x 2, I can multiply 3 x 5 = 15, then 15 x 2 =   30 OR I can multiply 5 x 2 = 10, then 3 x 10 = 30.)

•   I can use the Distributive property of multiplication. (To figure out 8 x 7, I can think of 8 x (5 + 2) which means (8 x 5) + (8 x 2) = 40 + 16 = 56.)

•   I can find the answer to a division problem by thinking of the missing factor in a multiplication problem. (I can figure out 32 ÷ 8 because I know that 8 x 4 = 32.)

•   I can multiply and divide within 100 easily and quickly because I know how multiplication and division are related. (If I know that 6 x 8 = 48, then I also know that 48 ÷ 8 = 6.)

•   I can solve two-step word problems that involve addition, subtraction, multiplication and division.

 

•   I can solve two-step word problems by writing an equation with a letter in place of the number I don't know.

•   I can use mental math to figure out if the answers to two-step word problems are reasonable.

•   I can find patterns in addition and multiplication tables and explain them using what I know about how numbers work

•  

   

  “I Can” Do Math

  (Numbers & Operations in Base Ten)

  I can use what I know about place value and operations (+,-,x,÷) to solve problems with larger numbers.

•   I can use place value to help me round numbers to the nearest 10 or 100.

•   I can quickly and easily add and subtract numbers within 1000.

•   I can multiply any one digit whole number by a multiple of 10. (ex:

  6 x 90 or 4 x 30)

 

“I Can” Do Math

(Numbers & Operations - Fractions)

I can understand fractions.

•   I can show and understand that fractions represent equal parts of a whole, where the top number is the part and the bottom number is the total number of parts in the whole.

•   I can understand fractions as numbers on a number line by showing them on a number line diagram.

•   I can label fractions on a number line because I know the space between any two numbers on the number line can be thought of as a whole.

•   I can show a fraction on a number line by marking off equal parts between two whole numbers.

•   I can understand how fractions with different numerators (top numbers) and denominators (bottom numbers) can actually be equal.

•   I can compare fractions by reasoning about their size.

•   I can understand two fractions as equivalent (equal) if they are the

  same size or at the same point on a number line.

•   I can recognize and write simple equivalent (equal) fractions and

  explain why they are equal using words or models.

•   I can show whole numbers as fractions. (ex: 3 = 3/1)

•   I can recognize fractions that are equal to one whole. (ex: 1 = 4/4)

•   I can compare two fractions with the same numerator (top number) or

  the same denominator (bottom number) by reasoning about their size.

•   I can understand that comparing two fractions is only reasonable if

  they refer to the same whole.

•   I can compare fractions with the symbols >, =, < and prove my

  comparison using models.

 

“I Can” Do Math

(Measurement & Data)

I can solve problems that involve measurement and estimation.

•   I can tell and write time to the nearest minute.

•   I can measure time in minutes.

•   I can solve telling time word problems by adding and subtracting

  minutes.

•   I can measure liquids and solids with grams (g), kilograms (kg) and

  liters (l).

•   I can use addition, subtraction, multiplication and division to solve

  word problems about mass or volume.

  I can understand how information is shared using numbers.

•   I can make a picture or bar graph to show data and solve problems using the information from the graphs.

•   I can create a line plot from measurement data, where the measured objects have been measured to the nearest whole number, half or quarter.

  I can understand area.

•   I can understand that one way to measure plane shapes is by the area they cover.

•   I can understand that a "unit square" is a square with side lengths of 1 unit and it is used to measure the area of plane shapes.

•   I can cover a plane shape with square units to measure its area.

•   I can measure area by counting unit squares (square cm, square m,

  square in, square ft.).

 

•   I can understand area by thinking about multiplication and addition.

•   I can find the area of a rectangle using square tiles and also by multiplying the two side lengths.

•   I can solve real world problems about area using multiplication.

•   I can use models to show that the area of a rectangle can be

  found by using the distributive property (side lengths a and b+c

  isthesumofa x banda x c).

•   I can find the area of a shape by breaking it down into smaller

  shapes and then adding those areas to find the total area.

  I can understand perimeter.

 I can solve real world math problems using what I know about how to find the perimeter of shapes.

“I Can” Do Math

(Geometry)

I can understand shapes better by using what I notice about them.

•   I can place shapes into categories depending upon their attributes (parts).

•   I can name a category of many shapes by looking at their attributes (parts).

•   I can recognize and draw quadrilaterals (shapes with four sides) including rhombuses, rectangles and squares.

•   I can divide shapes into parts with equal areas and show those areas as fractions.