The report card says…
Phonemic Awareness, Word
Recognition and Fluency (PA)
Acquisition of Vocabulary (AV)
Reading Processes: Print Concepts
and Comprehension and SelfMonitoring Srategies (RP)
Reading Applications: Informational,
Technical and Persuasive Text (RAI)
LANGUAGE ARTS
The district expectations…
PA 1 I can identify rhyming words with the same or different
spelling patterns.
PA 2 I can use the sounds of letters to figure out new words.
PA 3 I can use word families to sound out unfamiliar words.
PA 4 I can read a growing number of sight words.
PA 5 I can read smoothly and accurately.
PA 6 I can read with expression to show meaningful
understanding.
AV 1 I can figure out the meaning of new words" by using context
clues.
AV 2 I can figure out the meaning of homophones, homographs,
and homonyms by using clues.
AV 3 I can name words that mean the same (synonyms) and
words that mean the opposite (antonyms).
AV 7 I can understand the meaning of words by knowing prefixes
(including un-, re-, pre-) and suffixes (including -er, -est, ful, and less).
AV 8 I can read and understand words by using knowledge of
root words and their different forms.
AV 9 I can find the meaning and definitions of new words by
using dictionaries, glossaries, and other resources.
RP 1 I can set a purpose for reading (to be informed, to follow
directions, or to be entertained).
RP 2 I can predict (tell what is going to happen) by using chapter
titles, headings, pictures, and story topics, and show
examples from the text.
RP 3 I can compare and contrast information.
RP 4 I can summarize stories by using main ideas, details, and
sequencing of events.
RP 5 I can make a conclusion about events and outcomes.
RP 6 I can create and use graphic organizers, such as Venn
diagrams and webs, to show understanding.
RP 7 I can answer different types of questions to show
understanding.
RP 8 I can help myself understand by slowing down and looking
back in the text.
RAI 1 I can use the table of contents, chapter headings, glossary,
index, captions, and illustrations to find information.
RAI 2 I can answer the questions why, who, where, what, when,
and how about important elements in an informational text.
RAI 3 I can name and list the important main ideas and
supporting details of informational text.
RAI 4 I can draw conclusions from information in maps, charts,
graphs, and diagrams.
RAI 5 I can decide if a set of directions is clear, complete, and in
order.
I CAN STATEMENTS – GR. 3
Reading Applications: Literary Text
(RAL)
RAL 1 I can name similarities and differences of the plot in
different types of text.
RAL 2 I can use details to describe characters and setting.
RAL 3 I can retell the plot in order of events.
RAL 4 I can name and explain the different types of writing
(genres) including fairy tales, folk tales, poetry, fiction, and
non-fiction.
RAL 6 I can tell the written or unwritten theme of a stor
Writing Processes (WP)
WP 2 I can form a clear main idea for writing.
WP 4 I can organize my ideas (brainstorming, lists, webs, and
Venn diagrams) to plan writing.
WP 5 I can organize my writing by having a beginning, middle,
and end.
WP 6 I can use a variety of types of sentences.
WP 7 I can write a correct paragraph, indenting the first word and
including a topic sentence and supporting details.
WP 8 I can use language that is appropriate for writing.
WP 9 I can use technology for my writing.
WP 11 I can add descriptive words and details and leave out
unneeded information.
WP 12 I can rearrange words, sentences, and paragraphs to make
the meaning clear.
WP 13 I can use resources and reference materials to find better
words.
WP 14 I can proofread and edit my writing to improve grammar,
spelling, punctuation, and capitalization; and correct
fragment and run-on sentences.
WP 15 I can use tools (rubric, checklist, and feedback) to decide
the quality of writing.
WP 16 I can rewrite and illustrate writing samples for display and
for sharing with others.
Writing Applications (WP)
WA 1 I can write stories to develop character, setting, and plot by
using events in correct order and descriptive details and
language.
WA 2 I can write responses to novels, stories, and poems that
show an understanding of the text.
WA 3 I can write formal and informal letters that include heading,
greeting, body, closing, and signature.
WA 4 I can write informational reports that include the main ideas
and important details from the text.
WC 1 I can write legibly in cursive by spacing letters, words, and
sentences correctly.
WC 2 I can spell words with more than one syllable correctly.
WC 3 I can spell correctly often-used words, words with short
vowels, and common endings.
WC 5 I can use correct spelling of words with common suffixes,
such as -ion, -ment, and -ly.
WC 6 I can follow spelling rules (consonant doubling, dropping e,
and changing y to I).
WC 7 I can use resources to check spelling (dictionary, spell
check).
WC 8 I can use end punctuation marks correctly.
WC 9 I can use quotation marks around dialogue, commas in a
list, and apostrophes in contractions and possessives.
Writing Conventions (WC)
I CAN STATEMENTS – GR. 3
WC 10 I can use correct capitalization.
WC 11 I can use nouns, verbs, and adjectives correctly.
WC 12 I can use subjects and verbs that agree.
WC 13 I can use irregular plural nouns.
WC 14 I can use past, present, and future tenses.
WC 15 I can use possessive nouns and pronouns.
WC 16 I can use conjunctions (joining words) such as for, and,
nor, but, or, yet, so.
I CAN STATEMENTS – GR. 3
Number , Number Sense and
Operations Standards (NS)
MATHEMATICS
NS 1 I can identify and make equivalent (equal) forms of
whole numbers.
NS 2 I can use place value to show whole numbers and
decimals using numerals, words, expanded notation,
and models. For example:
 Recognize 100 means (10 tens) as well as a single
number (1 hundred) through hands-on activities.
 Describe the expanded form of multiplication (3205 as
3 x 1000 plus 2 x 100 plus 5 x 1).
 Show the size of 1,000 in many ways (packaging
1.000 objects into 10 boxes of 100, modeling a
meter with centimeter and decimeter strips, or
gathering 1,000 pop can tabs).
 Explain the idea of tenths and hundredths using a
variety of objects, such as metric pieces, base ten
blocks, decimal squares, or money.
NS 3 I can use math language and symbols to compare and
order (less than, greater than, equal to, greater than or
equal, less than or equal to, <, >, =,<,>).
NS 4 I can count money and make change using coins and
paper bills to ten dollars.
NS 5 I can show fractions and mixed numbers using words,
numerals, and pictures.
NS 6 I can correctly place common fractions and mixed
numbers on a number line.
NS 7 I can understand that decimals and fractions are similar
ways of showing parts of a whole or a set (3/10 = 0.3).
NS 8 I can explain multiplication using repeated addition, skip
counting arrays and area model. For example:
  a. I can write an equation for word problems with
multiplication.
NS 9 I can explain division by using repeated subtraction,
arrays, sharing equally, and area model. For example:
 I can write a story problem for division.
 I can identify what a remainder means in a division
story problem.
NS 10 I can explain and use relationships between operations,
such as:
 Understand addition and subtraction as opposite
operations;
 Understand multiplication and division as opposite
operations;
 Understand that multiplication is repeated addition;
 Understand that division is repeated subtraction.
NS 11 I can show and use the commutative property (order)
for addition (2+3=3+2) and multiplication (2x3=3x2)
and the associative property (grouping) for addition
(2+4)+3=2+(4+3) and multiplication (2x4)x3=2x(4x3).
NS 12 I can add and subtract whole numbers with and
without regrouping.
NS 13 I can show I know my multiplication facts through 10
and division facts to 10.
NS 14 I can multiply 2- and 3- digit numbers by a single-digit
number (without remainders for division). I can divide 2and 3-digit numbers by a single-digit number.
I CAN STATEMENTS – GR. 3
M1I
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M2I
Measurement (M)
Geometry and Spatial Sense (G)
Patterns, Functions and Algebra (P)
Data Analysis and Probability (DA)
can name and choose the correct units for measuring:
Length - miles, kilometers, and other units of measure;
Volume (capacity) – gallons;
Weight - ounces, pounds, grams, or kilograms;
Temperature - degrees (Fahrenheit or Celsius).
can list items that are the same size of common units (a
gallon container of milk; a postage stamp is about a
square inch).
M 3 I can find elapsed time using a calendar or clock.
M 4 I can read thermometers in both Fahrenheit and Celsius
scales.
M 5 I can estimate and measure length, weight, and volume
(capacity), using metric and U.S. customary units.
M 6 I can use correct measurement tools and methods.
M 7 I can estimate the perimeter, area, and volume using
manipulatives.
G 1 I can identify the vertex, edge, angle, side, and face of a
shape.
G 2 I can identify, draw, and make models of right, obtuse,
acute, and straight angles.
G 3 I can plot a point on a grid.
G 4 I can find and draw lines of symmetry.
G 5 I can build a three-dimensional model of an object using
cubes.
P 1 I can describe the multiplication pattern or state the rule
in words.
P 2 I can find a number sequences, with and without a
calculator.
P 3 I can use patterns to make predictions and solve
problems.
P 4 I can solve problems by using objects, pictures, tables,
numbers, letters, and other symbols.
P 5 I can write, solve, and explain simple number sentences
where there is a missing number.
P 6 I can write number sentences using the symbols =, >, or
<.
P 7 I can make tables to record information to find patterns
and rules.
P 8 I can identify the change in amount, by using addition and
subtraction.
DA 1 I can collect and organize information from an
experiment to answer a question.
DA 2 I can draw and understand picture graphs in which a
picture stands for more than one object.
DA 3 I can read, make, and understand bar graphs with
spaces greater than one.
DA 4 I can use information in a table or graph to support a
prediction.
DA 5 I can match correct information with a graph.
DA 6 I can move information freely among charts, tables, line
plots, picture graphs, and bar graphs.
DA 7 I can understand information shown on a time line.
DA 8 I can find the mode (number that appears most often)
and describe the information it gives.
DA 9 I can do a simple experiment, record the results, and
draw conclusions about what will happen.
I CAN STATEMENTS – GR. 3
DA 10 I can solve problems by making different combinations
of two to four items.
I CAN STATEMENTS – GR. 3
Earth and Space Sciences (ES)
Life Science (LS)
Physical Science (PS)
Science and Technology (ST)
Scientific Inquiry (SI)
Scientific Ways of Knowing (SK)
SCIENCE
ES 1 I can compare properties of rocks (color, layering, and
texture).
ES 2 I can see that rocks are often found in layers.
ES 3 I can describe that smaller rocks come from the
breakdown of larger rocks through the actions of plants
and weather.
ES 4 I can explain that soil is made of small pieces of rock
and waste products from plants and animals.
ES 5 I can study the properties of soil (color, texture, ability
to hold water, ability to support plant growth).
ES 6 I can understand that soils are often found in layers and
can be different from place to place.
LS 1 I can compare the life cycles of different animals.
LS 2 I can understand that animal characteristics help them
survive.
LS 3 I can classify animals according to their characteristics.
(body coverings, body structure)
LS 4 I can give examples of living things that are similar to
extinct ones.
LS 5 I can understand how fossils show proof about animals
and their environment of long ago.
LS 6 I can describe how changes in an animal's habitat can
be sometimes helpful and sometimes harmful.
PS 1 I can describe the position of an object by using the
position of a different object.
PS 2 I can describe an objects motion by measuring its
position over time.
PS 3 I can name forces that affect motion of an object
(gravity, magnetism, and collision).
PS 4 I can predict what a force will do to an object (push or
pull, weight, and friction).
ST 1 I can describe how technology can increase people's
abilities (to move things, to see farther away).
ST 2 I can describe ways that using technology can help
and/or harm.
ST 3 I can study ways that technology may affect people.
ST 4 I can name a problem, ways to solve it, and create a
solution.
ST 5 I can describe ways to solve a given problem.
SI 1 I can choose the correct measuring tools and use them
safely.
SI 2 I can discuss findings and measurements made by other
people.
SI 3 I can read and understand simple tables and graphs.
SI 4 I can use safe science procedures.
SI 5 I can record and organize findings (journals, charts, and
tables).
SI 6 I can tell others about my science findings in different
ways. (written, orally, pictures).
SK 1 I can describe different ways scientists find answers to
their questions.
SK 2 I can keep records and not change them if they are
different from someone else's work.
SK 3 I can find out through stories how men and women
I CAN STATEMENTS – GR. 3
have" helped the development of science.
SK 4 I can name different careers in science.
SK 5 I can discuss how men and women enjoy science as a
career and in their everyday lives.
I CAN STATEMENTS – GR. 3
SOCIAL STUDIES
History (H)
People in Societies (PS)
Geography (G)
Economics (E)
H 1 I can measure time by years, decades (10 years), and
centuries (100 centuries).
H 2 I can place local events in history in order on a time line.
H 3 I can describe changes in the community over time
including changes in:
 Businesses;
 Architecture;
 Physical features;
 Employment;
 Education;
 Transportation;
 Technology;
 Religion;
 Recreation.
PS 1 I can compare some of the cultural practices and
products of groups of people in the local community
including:
 Art;
 Religion;
 Language;
 Food.
PS 2 I can compare the cultures of the local community with
those of other communities in Ohio, the United States,
and the world.
PS 3 I can describe why, where, and how cultural groups
settled within the local community.
G 1 I can use maps and photographs to ask and answer
questions about the local community.
G 2 I can use a compass rose and cardinal directions (N, E,
S, W) to locate places.
G 3 I can read and understand maps by using the map title,
map key, and compass rose.
G 4 I can use a number/letter grid to find places on a map.
G 5 I can find the location of the equator, Arctic Circle,
Antarctic Circle, North Pole, South Pole, Prime Meridian,
the tropics, and the hemispheres on maps and globes.
G 6 I can find and describe the landforms, climate,
vegetation, population, and economy of the local
community.
G 7 I can name ways that the environment (landforms,
bodies of water, climate, and vegetation) affect and
have been changed by the local community.
G 8 I can name types of transportation and communication.
E 1 I can explain opportunity cost (the result of a trade off)
and give a personal example.
E 2 I can name people who buy goods and services as
consumers and people who make goods or give services
as producers.
E 3 I can give examples of production and consumption.
E 4 I can explain the positives and negatives of specialization
and division of labor to produce items.
E 5 I can name different forms of money used over time, and
understand that money helps buy goods, services, and
resources, and allows money to be saved.
I CAN STATEMENTS – GR. 3
E 6 I can explain how the local community is a place where
buyers and sellers exchange goods and services.
E 7 I can name examples of people and businesses in the
local community that compete for money.
GV 1 I can explain the major jobs of local government
including:
 Keeping people safe;
 Making laws;
 Settling arguments;
 Providing services;
 Protecting people's rights.
GV 2 I can explain the organization of local government and
name local leaders (mayor, city council members).
GV 3 I can name the location of local government buildings
and explain the jobs of government that are done
there.
GV 4 I can name goods and services provided by local
government, why people need them, and the way of
paying for them (taxation).
GV 5 I can explain power and authority.
GV 6 I can explain why the use of power, without the right
authority, is wrong (bullying, stealing).
CR 1 I can describe how people help to make the community
a better place to live including:
 Working to save the environment;
 Helping the homeless;
 Fixing houses in low-income areas;
 Supporting education;
 Planning community events;
 Starting a business.
CR 2 I can be a good citizen by:
 Being polite;
 Respecting the rights of others;
 Volunteering;
 Compromising;
 Showing concern to others;
 Working to achieve goals;
 Helping in the community.
CR 3 I can describe the responsibilities of citizenship by:
 Voting;
 Obeying laws;
 Respecting the rights of others;
 Knowing about current events;
 Paying taxes.
Government (GV)
Citizenship Rights and
Responsibilities (CR)
Social Studies Skills and Methods
(SK)
SK 1 I can get information about local issues from many
sources including:
 Maps;
 Photos;
 Oral histories;
 Newspapers;
 Letters;
 Artifacts;
 Documents (important papers).
SK 2 I can find information using different parts of a source
including:
 Table of contents;
I CAN STATEMENTS – GR. 3
 Title page;
 Illustrations;
 Key word searches.
SK 3 I can name cause and effect relationships.
SK 4 I can read and understand pictographs, bar graphs, and
charts.
SK 5 I can tell information using pictographs and bar graphs.
SK 6 I can use a problem-solving/decision-making process
which includes:
 Identifying a problem;
 Gathering information;
 Listing and thinking about choices;
 Thinking about advantages and disadvantages of
choices;
 Choosing and using a solution.
I CAN STATEMENTS – GR. 3