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.  

Essential Vocabulary

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.

Success Criteria

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 Semester Learning Intentions: Grade 2

Math

Level 2:

I can count to 20

I can fluently add within 10

I can fluently subtract within 10

I can fluently add within 20 using concrete strategies.

I can fluently subtract within 20 using concrete strategies.

Level 3: 

I can use mental math. to add within 20.  .

I can use mental math to subtract within 20.

Level 4: 

I can add beyond 20 using mental strategies.  

I can subtract beyond 20 using mental strategies.

Math Essential Vocabulary

add

equation

open number line

sum

unknown number

addend

count on

difference

fact family

subtract

interpret

Reading RL 2.3 I will identify who, what, where, when, why, and how to demonstrate understanding of key details in a text. 

Success Criteria

Level 2:

• I can recall vocabulary such as: key detail, who, what, where, when, how.
• I can ask such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text..
• I can answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Level 3:

• I can ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Level 4: 

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Reading Essential Vocabulary

character

setting

plot

problem

solution

who 

what

where

when 

why

how

key details

 

Relevance: 

-Knowing the parts of a story can help me understand its purpose.

-Asking questions can help me understand the story better.

Reading Foundational: I will apply grade level phonics

Phonics: RF 2.3 I know and apply grade-level phonics and word analysis skills in decoding words

 

Phonics Essential Vocabulary

decode

vowels 

 

CVCe:sneaky e”

consonant blends

 

Level 2:

• I can recognize a short vowel word
• I can recall the vocabulary long vowel
• I can identify long vowel words 
• I can identify a word with a consonant blend

Level 3:

• I can read short vowel words.
• I can identify the short vowel words.
• I can read words with CVCe (sneaky e) long vowel pattern.  
• I can read words with consonant blends. 

 

Level 4:

• I can read and write short vowel words found in a passage
• I can read and write Sneaky E words found in a passage
• I can read and write words with consonant blends found in a passage

 

Relevance: 

I know all words are important in reading.

Reading is a skill I will need for my whole life.  

I know all letters make sounds so I can put those sounds together to make words.  

Reading words with short vowels, sneaky e, and consonant blends will help me to read bigger words.  

Writing

W 2.3 I will write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Writing Essential Vocabulary

narrative

sequence

order

detail 

introduction

conclusion

character 

dialogue 

event

 elaborate 

graphic organizer

Level 2: 

• Use a teacher provided template or graphic organizer to outline a narrative piece.
• Describe two or more appropriately sequenced events.
• Include details regarding what happened.

Level 3:

• Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 

• I can describe an elaborated event or short sequence of events.
• I can include details to describe actions, thoughts, and feelings.
• I can use words to signal event order.
• I can provide closure. 
• I can transfer writing from a graphic organizer, template or notes into a written piece. 

Level 4: 

• I can demonstrate in-depth inferences and applications that go beyond what was taught with establishing a situation, a narrator, and/or characters.

 

Relevance: 

Writing is a skill I will need for my whole life. 

Being able to communicate through writing is important.

Transferring the knowledge from reading to writing increases my knowledge and improves my reading skills.