Third Grade Learning Target Examples

Reading

  • I can look back in the text to find answers. ACS
  • I can recount myths from diverse cultures. That means I can retell myths. ACS
  • I can infer a character’s feelings and/or emotions. ACS
  • I can identify the literal and non-literal meaning of a word or phrase in a text. ACS
  • I can identify the narrator’s point of view. ACS
  • I can identify theme in literary text. ACS
  • I can identify plot in literary text. ACS
  • I can compare and contrast the setting in stories written by the same author about the same or similar characters. ACS
  • I can decode words with common Latin suffixes. ACS
  • I can identify and define root words. ACS
  • I can explain function of pronouns in general and in particular sentences. ACS
  • I can state my own point of view as different or the same as a character or narrator. ACS
  • I can compare and contrast the most important points and key details presented in two texts on the same topic. BPS
  • I can retell a fable or folktale and explain the lesson of the story. CSP
  • I can locate and use references to find meaning of words. CSP
  • I can use headings, bold words, captions, highlighted words, etc. to find information. CSP
  • I can recognize when a word I have read does not make sense within a text. CSP
  • I can read… words with silent letters: gn, kn, wr. CRD
  • Describe how word meanings change as affixes are added to base words. FWS
  • Identify and use grade-level appropriate features of electronic text such as icons, pull down menus, and key word searches to locate and understand text. FWS
  • I can figure out the meaning of literal and nonliteral questions. HSD
  • I can compare and contrast… plots of two stories by the same author. HSD
  • Determine the meaning of the word formed when a known prefix is added to a known word. KCC
  • Based on the text, formulate questions to demonstrate the understanding of a text. KDE
  • Identify theme. KDE
  • Identify structures of [informational text] paragraphs, (e.g., compare-contrast, cause-effect, sequence]. KDE
  • Identify syllables in words. KDE
  • Define point of view. KDE
  • Identify linking words and phrases. KDE

Writing

  • I can explain the purpose of a paragraph. ACS
  • I can plan a concluding statement or section. ACS
  • I can explain how writers use dialogue to develop a narrative. ACS
  • I can provide brief notes from a source [for information writing]. ACS
  • I can introduce the topic I am writing about, state an opinion, and create an organizational structure that lists reasons that support the opinion. BPS
  • I can develop the topic with facts, definitions, and details. BPS
  • I can use temporal words and phrases to show the order of events. BPS
  • I can produce simple, compound, and complex sentences. BPS
  • I can capitalize appropriate words in titles. BPS
  • I can form and use possessives. BPS
  • I can choose words and phrases for effect. BPS
  • I can support my opinion with details from the text that I have noted on a graphic organizer. CSP
  • I can write a paper to inform someone about or explain a topic. CSP
  • I can identify the writing style that best fits my task and purpose. CSP
  • I can use commas and quotation marks in dialogue. CSP
  • I can use graphic organizers… to plan what I am going to write. CRD
  • Revise text by adding, deleting, substituting, and moving words and phrases. FWS
  • Select form to match purpose. FWS
  • Apply paragraph conventions. FWS
  • Discriminate between relevant and irrelevant information. KDE
  • Sort evidence from sources into provided categories. KDE

Math

  • I can explain the order of operations. ACS
  • I can construct an equation with a letter standing for the unknown quantity. ACS
  • I can explain rules for a pattern using properties of operations. ACS
  • I can choose which operation (multiplication or division) is needed to solve for the unknown. ACS
  • I can use knowledge of place value to multiply one-digit numbers by multiples of 10 up to 90. ACS
  • I can identify the multiplication problem related to the division problem. ACS
  • I can compare and classify shapes by attributes, sides, and angles. ACS
  • I can compare an analog clock face with a number line diagram. ACS
  • I can explain how to measure liquid volume in liters. ACS
  • I can identify each plot on the line as data or a number. ACS
  • I can define area. ACS
  • I can multiply side lengths to find areas of rectangles. ACS
  • I can identify a fraction such as 2/3 and explain that the quantity formed is 2 equal parts of the whole partitioned into 3 equal parts. ACS
  • I can identify simple equivalent fractions. ACS
  • I can choose a proper scale for a bar or picture graphs. ACS
  • Understand that a fraction represents equal parts of a whole. CCS
  • Represent fractions on a number line. CCS
  • Generate and explain two equivalent fractions. CCS
  • Measure time intervals (elapsed time) in minutes. CCS
  • Measure areas by counting unit squares. CCS
  • I can understand division as sharing objects equally. CRD
  • I can use fact families to solve division problems. CRD
  • I can use mental math and estimation to decide if my answer makes sense. CRD
  • I can round numbers to the nearest 10. CRD
  • I can recognize that if two fractions are the same size or are on the same location on a number line, they are equivalent. CRD
  • I can measure lengths in inches and record that data on a line plot marked with whole numbers, halves, and quarters. CRD
  • I can divide a shape into parts with equal areas and label each part as a fraction. CRD
  • Apply doubling strategies to compute multiplication facts. FWS
  • Determine a missing number that will make two expressions equal. FWS
  • Write questions to be answered from pictographs… FWS
  • Cite evidence to explain why heating or cooling can change the properties of materials. HSD
  • Identify and describe the purpose of the [skeletal system] of the body. HSD
  • Estimate sums of three-digit numbers. KCC
  • Identify polygons up to 8 sides. KCC
  • Identify congruent and similar figures. KCC

Science

  • I can draw, label, and explain Earth’s water cycle. CRD
  • I can draw the stages of an organism’s life cycle. CRD
  • I can give an example of water in each of the states of matter: solid, liquid and gas. CRD
  • I can describe how sound is produced. CRD
  • I can explain the difference between volume and pitch and how they can be changed. CRD
  • I can demonstrate how friction can slow down or stop an object. EUP
  • I can identify that energy is the ability to cause change. EUP
  • I can identify that light energy comes from the sun. EUP
  • I can distinguish between a low and high pitch. EUP
  • I can describe how flowers produce seeds. EUP
  • I can describe how leaves make food in green plants. EUP
  • I can sort seed plans by evergreens or broad-leafed. EUP
  • Use a simple model to study a system, and explain how the model can be used to understand the system. FWS
  • Show how water has shaped a local landform. FWS
  • Describe the life cycle of a common type of plan. FWS
  • Explain the main jobs of each part of the plant. KCC
  • Describe the difference between rotation and revolution. KCC
  • Identify the trade off of simple machines. KCC

Social Studies

  • I can explain different ways good and services are and have been produced. CRD
  • I can identify goods produced in our community that are used around the world. CRD
  • I can explain how the same event in history can affect people differently. CRD
  • I can explain why we have a Constitution and why it changes. CRD
  • I can describe the election process of local governments. CRD
  • Compare selected communities in North America… HSD
  • Define the necessity and purpose of government in a community. HSD
  • Identify resources and scarcity of resources within the community. HSD
  • Describe the division of labor within communities. HSD
  • Label the three largest countries in North American on map. KCC
  • Label Illinois and its bordering states on a map.
  • Label on a map the four major oceans. KCC

Sources

  • ACS: Anderson County Schools, Lawrenceburg, Kentucky
  • BPS: Boston Public Schools, Boston, Massachusetts
  • CCS: Cleveland County Schools, Shelby, North Carolina
  • CSP: Cliffside Park School District, Cliffside Park, New Jersey
  • CRD: Cedar Rapids Community School District, Cedar Rapids, Iowa
  • EUP: Eastern Upper Peninsula ISD, Sault Ste. Marie, Michigan
  • FWS: Federal Way Public Schools, Federal Way, Washington
  • HSD: Holmes County School District, Lexington, Mississippi
  • KCC: Kildeer Countryside School District 96, Buffalo Grove, Illinois
  • KDE: Kentucky Department of Education