• Trimester 1

    Posted by Jolyne O'Brien on 11/7/2022
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  • 3rd Grade Trimester 1 Learning Intentions and Success Criteria

    Posted by Jolyne O'Brien on 11/7/2022
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  • Grade 2 Trimester 1 Learning Intentions and Success Criteria

    Posted by Jolyne O'Brien on 11/7/2021 4:05:00 PM

    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.

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