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I always refer to the standards themselves and share my goals with my students in kid-friendly language as suggested by many formative assessments. Then this language is turned into kid friendly I can statements. I think of it as ... at the end of the lesson you will be able to... then the student can reflect I can or I cannot ... YET!
I never use I Can statements, even though I wrote them for my district. I look at the whole standards themselves and try to develop lessons where the students are practicing the skills necessary to learn content as deeply and thoroughly as they can at that given time in the year. Just because a student can recite an I Can statement doesn't mean they use the skills well enough to embody that I Can statement. Although the standards contain many skills necessary meet the standard in whole by the end of the year, doesn't mean we break them down into micro standards. That could mean that we unintentionally water down the standards and we don't help the students meet the whole standard eventually.
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