What Are Learning Intentions and Success Criteria
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.
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.
This 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.
These 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.
First Trimester Learning Intentions: Grade 3
I will fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Level 2 :
I can fluently add and subtract within 10 using mental strategies.
I can fluently add and subtract within 20 using concrete manipulatives.
I can add and subtract two-digit numbers with and without regrouping.
I can fluently add and subtract within 1000.
I can determine a method to solve an addition or subtraction problem.
I can fluently add and subtract beyond 1000.
I can show my work using the inverse operation.
Math Essential Vocabulary
English Language Arts:
Learning Intention One: I will explain the actions and motivations of characters in stories and how they contribute to the sequence of events.
I can identify what a character is.
I can describe how characters respond to major events in a story.
I can define characters, traits, motivations.
I can explain the sequence of events in a story.
I can explain the actions of characters.
I can explain the motivations of characters.
I can explain how the actions, traits, and motivations contribute to the sequence of events.
I can compare the actions, motivations, and traits of characters in a story and how they contribute to the sequence of events.
sequence of events
Learning Intention Two: I will determine the main idea of an informational text; recount the key details and explain how they support the main idea.
I can define main idea and key details.
I can identify details from the text that support the main idea.
I use the details from the story to identify the main idea.
I can explain how the details support the main idea.
Using details from the text, I can summarize the main idea.
Learning Intention Three: Recount stories, including fables, folktales, and myths from diverse cultures. I determine the central message, lesson or moral and explain how it is conveyed through key details in the text.
I can define central message, lesson, moral, fable, folktale.
I can retell a story using details.
I can identify how the details support the central message or moral.
I can recount a story using details that support the central message.
I can use details from the story to determine the theme.
Learning Intention: I will write a narrative story, real or imagined.
I can describe an event or short sequence of events.
I can use details to describe actions, thoughts, and feelings.
I can use words to signal event order.:
I can transfer writing from a graphic organizer, template or notes into a written piece.
I can use words and phrases to signal event order.
I can establish a situation, 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 provide closure.
I can peer edit a narrative story using a rubric