Explore making shapes at low, middle, and high levels by moving from one place to another.

Explore personal space along the body planes: forward, behind, sideward, upward. Change the base of the support; change the size [...]

Respond to drum beat at a moderate, slow, and fast tempo while moving in general space.

Continue discovering range of movement of selected body parts. Introduce isolation of body parts. Introduce single focus.

Explore locomotor movements one can execute while holding one hand; two hands with a partner. Explore axial movements relating to [...]

Copy movements of a leader in pairs and small groups.

Demonstrate the ability to make a dance sentence within personal space using music with a beginning, middle, and end.

Create a dance study by improvising movement using props, music, and poetry.

Use improvisation to explore time, force, and space using axial movements.

Demonstrate the ability to make a movement sequence using the elements, time, space, and force.

Identify and use those parts of the video camera to be used to record movement.

Demonstrate the ability to describe the action of basic locomotor movements, varying them by changing time space and force.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing [...]

I can determine the meaning of unknown words using context clues.

I can recognize and define common affixes.

I can break down unknown words into units of meaning (affix, root) to determine definitions.

I can determine the meaning of unknown words by using reference materials.

Demonstrate understanding of word relationships and nuances in word meanings.

I can explain the difference between literal meaning and nonliteral meaning of words and phrases. I can recognize when an [...]

I can make a real-life connection (text to self) to words I hear and read.

I can recognize words that have similar meaning, and choose the word that best describes the mood/state of mind.

I can recognize the difference between general academic words and phrases (Tier 2) and domain-specific words and phrases (Tier 3). [...]

I can explain the function of nouns. I can explain the function of pronouns. I can explain the function of [...]

I can define plural and use regular and irregular plural nouns.

I can define abstract nouns and use them correctly.

I can explain the difference between regular verbs and irregular verbs and use them correctly.

I can explain the difference between simple verb tenses and use them correctly.

I can define subject and verb and explain that a singular subject needs a singular verb and a plural subject [...]

I can identify comparative adjectives/adverbs and superlative adjectives/adverbs and choose the correct form when writing or speaking.

I can identify coordinating conjunctions and subordinating conjunctions and use them correctly.

I can identify and create simple sentences, compound sentences and complex sentences.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I can identify words in a title that should be capitalized. I can identify words in a title that should [...]

I can use commas in an address.

I can punctuate dialogue correctly by using commas before/after speaker and place quotations marks around spoken words.

I can define possessive nouns and form singular possessives and plural possessives.

I can spell high-frequency words correctly.

I can recognize when I need to double consonants, drop the e, or change y to i when adding suffixes [...]

I can identify misspelled words and use resources to assist me in spelling correctly.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

I can identify words or phrases in a story that bring it to life and create effect or interest. I [...]

I can explain how spoken language differs from written language. I can follow standard English rules when writing.

I can define narrative text and describe the basic part of plot (introduction, rising action, climax, falling actions, and resolution). [...]

I can use descriptive words and dialogue to show actions, thoughts, and feelings of my characters and to show how [...]

I can use transition words and phrases to show time passing.

I can write an effective conclusion.

I can identify the writing style/genre (opinion, informative, or narrative) that best fits my task and purpose. I can use [...]

I can use prewriting strategies to formulate ideas (eg., graphic organizers, brainstorming, list). I can recognize that a good piece [...]

I can identify technology that will help me produce and publish writing. I can use technology to produce and publish [...]

I can define research and explain how it is different from other types of writing. I can research a topic [...]