Michael's 3rd portfolio for 2020/2021

 Michael's 3rd Portfolio

ELA

I can show what I have learned about letters and sounds by reading words (i.e., read unfamiliar multisyllabic words in context and out of context).

I can read grade-level texts with sufficient accuracy and fluency to support comprehension.

Comprehension (Literature and Informational Text):

I can refer to details and examples in a text when explaining a story or informational text, and when drawing inferences from the text.

I can summarize fiction and nonfiction texts in my own words.

I can determine a theme of a story, drama, or poem from details in the text.

I can describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

I can determine the meaning of words and phrases as they are used in a text (fiction and nonfiction), including those that allude to significant characters found in

mythology (e.g., Herculean).

I can compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

I can make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and

directions in the text.

I can compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and

traditional literature from different cultures.

I can determine the main idea of a text and explain how it is supported by key details.

I can explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and runons.

g. Correctly use frequently confused words (e.g., to, too, two; there, their).

I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

-Michael's reading has improved significantly this year. He often reads a book or listens to a book and then we watch a movie and discuss the similar and differences in each.

-Michael has started writing his own fiction novel.

-Michael has completed 22 pages of his Minecraft ELA workbook, completing the English Grammar usage above

MATH

I can identify all factors and multiples for whole numbers in the range of 1-100.

I can create a number or shape pattern that follows a given rule.

I can complete Beast Academy 2B by end of 4th quarter

-Michael is on Chapter 4 of Beast Academy 2B

-Michael practices math concepts by playing board games often

SCIENCE

I can learn physical science concepts by completely the Steve Spangler Scence kits.

I can make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

I can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

-Michael has completed three of the Steve Spangler science kits which have taught him about light refraction, rainbow science, electrical current, insulators, conductors, and more.

SOCIAL STUDIES

I can explain how diverse individuals, groups (including socioeconomic differences, ethnic groups, and social groups and including individuals who are American

Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent, religious groups), and other traditionally

marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), circumstances and events

influenced the early growth and changes in Oregon (including, but not limited to fur trappers, traders, Lewis and Clark, pioneers and westward movement).

I can explain the interactions between the Pacific Northwest physical systems and human systems, with a focus on Native Americans in that region.

I can compare and contrast varying patterns of settlements in Oregon, considering, past, present, and future trends.

I can identify conflicts involving use of land, natural resources, economic interests, competition for scarce resources, different political views, boundary disputes, and

cultural differences within Oregon and between different geographical areas.

-Michael has listened to 33 chapters of Story of the World as well as other living picture books on the subjects

-Michael has done a short study of Lewis and Clark and about the tribes of Native American's and how they were effected by the pioneers and European settlements

ELECTIVES

I can complete art projects with my art supplies based on our social studies subjects. 

I can complete art projects with nature items or in nature settings.

I can nature journal with co-op every week

I can complete 3D puzzles

-Michael journals with co-op

-Michael has made several 3D puzzles

-Michael does art projects based on our social studies program as well as of his own creations