130a Determining Importance: Distinguish between important and unimportant information using his or her own purposes as well as the text structures and word cues the author provides
„a I can tell the difference between important and unimportant information in a text.
„a I can use text features to help me learn.

120 Text Types: Participate in discussions about narrative, expository, and technical passages read aloud or independently
„a I can participate in discussions about text types.

108 [Reading Behaviors/Monitoring and Correcting: Use at least two sources of information to self-monitor and self-correct (language structure, meaning, and lettersound
information)]
„a I can ask, ¡§Does it look right? Does it sound right? Does it make sense?¡¨ to help me read and fix my mistakes.

109 [Reading Behaviors/Monitoring and Correcting: Use known words to self-monitor and self-correct]
„a I can use words I know to help me read and fix my mistakes.

112 [Maintaining Fluency: Read expressively when rereading familiar text, with appropriate pace, phrasing, intonation, and rhythm of speech (R1.1.2.3)]
„a I can sound like I am talking when I reread familiar text.

113 [Maintaining Fluency: Read fluently at instructional or independent reading levels, using knowledge of sentence structure (fluent, phrased reading)
„a I can read in phrases, rather than word by word, at instructional or independent levels.

114 [Maintaining Fluency: Read fluently at instructional or independent reading levels, using a variety of wordsolving strategies
„a I can use word-solving strategies to read fluently at instructional and independent levels.

136 [Author¡¦s Purpose: Tell the author¡¦s purpose, such as to entertain or to inform]
„a I can decide if the author¡¦s purpose was to entertain or inform.

217 [Research/Prewriting: Discuss curriculum topics or topics of interest]
„a I can brainstorm and talk about topics to write about.

216 Conventions: Spell most words like they sound in narrative and expository writing
„a I can spell words like they sound.

218 [Research/Prewriting: Ask questions about a topic being studied or an area of interest]
„a I can ask questions about a topic.

219 [Research/Prewriting: Recognize, with guidance, that different formats exist and can use the resources to locate relevant print and non-print information]
„a I can look for information from a variety of sources with help.

220 [Research/Rough Draft: Observe the recording of or independently record relevant information (shared writing or guided/independent writing)]
„a I can write down what I¡¦ve learned.

221 [Research/Revise and Edit: Analyze work according to teacher created or collaboratively developed rubric and revise to meet the objective]
„a I can fix up my work and make it better.

222 [Research/Presentation: Share project with an appropriate audience]
„a I can share my work with an audience.