“I Can” Learning Targets Important Note: Slide 1 Cover slide Slide 2-8 (Skills to be covered throughout the year. All of these skills will not be addressed in one six wks.) Slide 9-11 Reading Skills for 2nd Six Weeks 5th Grade Reading 2nd Six Weeks

“I Can” Literature (General) I can prepare to read by setting a purpose (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts). I can make predictions. I can identify setting, characters, plot, conflict, point of view , and theme. I can recognize when a story is told from first person and third person points of view. I can tell when a theme is stated or implied. I can identify and understand the main incidents of a plot, their causes, how they affect future actions, and how they are resolved. I can understand what I read by rereading, asking for help, and thinking about what I read earlier. I can explore different kinds of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology). I can understand the plot structure of a story by identifying the problem (conflict) and by telling how the problem is resolved. I can check for understanding by summarizing and identifying the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). I can tell how characters and events are similar and different by using evidence cited in two or more different texts. I can learn new words by reading different texts and genres. I can connect different genres by understanding their similarities and differences.

“I Can” Poetry/Plays I can describe the meaning of.... “figurative language” “hyperbole” “metaphor” “simile” “onomatopoeia” “personification”. I can identify different types of things to read (e.g., poems {lines and stanzas}, plays {acts, stage directions}, novels {chapters}). I can identify different parts of a play (e.g., time constraints, organization, stage directions, dialogue). I can identify how history, culture, and ethnicity are represented in literature. I know there are different genres (e.g., poetry, drama, letters, ads, historical fictions, biographies, autobiographies). I can identify onomatopoeia, alliteration, rhythm, rhyme, and repetition in poetry. I can identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, and repetition). I can use figurative language (e.g., imagery, metaphor, simile, personification, hyperbole).

“I Can” Informational Text, Part I (ex “I Can” Informational Text, Part I (ex. Expository Nonfiction, Articles, etc.) I can describe the meaning of “main idea”. I can prepare to read by determining a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts). I can prepare to read by using different reference sources to build background. I can prepare to read by previewing the reading selection. I can understand what I read. I can skim text to get a general idea of what I am about to read. I can skim text to locate specific information. I can name the main idea and supporting details from what I read. I can reread, ask for help, self-question, and draw on earlier reading to help with understanding. I can summarize and identify the author’s purpose. I can understand sequence of events. I can ask myself questions about a story before I read, while I am reading, and after I read.

“I Can” Informational Text, Part II (ex “I Can” Informational Text, Part II (ex. Expository Nonfiction, Articles, etc.) I can use headings, key words, graphics, chapter titles, glossaries, captions, and sidebars to help with understanding. I can use text features like maps, charts, and graphics to locate information. I can put instructions in sequential order. I can follow instructions with more than one step such as programming technology and building/repairing a model. I can explore well-organized informational text (e.g., chronological, sequential) I can explore different structures of informational text (e.g., cause-effect, comparison-contrast, problem-solution). I can understand different informational texts such as autobiographies, letters, diaries, and Internet sites.

“I Can” Logic and Reasoning I can describe the meaning of “implied”. I can tell the difference between fact and opinion. I can tell the difference between fantasy and reality. I can identify the cause of an effect. I can make conclusions and predictions while reading, viewing, or listening to print and non-print media. I can describe the meaning of inferences. I can recognize a conflict and its resolution in a given text. I can put events from a text in a sequential order. I know that people sometimes try to persuade me by using name-calling, by telling me that everyone else is doing something, by telling me how good something is, or by using words that make their opinion or action sound like a good idea.

“I Can” Communication I can describe the meaning of “oral presentation”. I can use the correct voice level in different settings (informal/formal situations). I can put my ideas in order for an oral presentation. I can respond to text in different ways (choral reading, discussions, dramatization, oral presentations, and personal experiences). I can memorize and retell a passage that the teacher has assigned or I have chosen myself. I can write and give a presentation using pictures, graphics, or props. I can identify the best summary of a speech. I can identify the audience for a speech. I can identify the purpose of a speech. I can be an active listener by making eye contact, facing the speaker, and using appropriate facial expressions. I can give directions with many steps. I can ask questions about a speech. I can retell what was said. I can have a polite conversation.

“I Can” Media I can recall prior knowledge to write and present information. I can use print and non-print materials to compose a report. I can create reports by using types of media. I can list effects of media on my everyday life. I can write the functions of media such as entertainment, persuasion, communication, and information. I can state the main idea of a picture. I can interpret the mood of a visual image. I can explain information by using a variety of media. I can plan a report by using media in the computer lab or library. I can use different types of media to read and view text.

“I Can” Skills (Text pgs.162-164, 186-188) I can figure out the meaning of an unfamiliar word by thinking about the word’s root, its suffixes, how it is used in the sentences with other words, or by using a reference source such as a dictionary, etc. I can compare and contrast two people, places, things, or ideas. I can check for understanding by summarizing and identifying the author’s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade).

“I Can” Skills (Text pgs. , 208-210, 230-232) I can tell the difference between fact and opinion I can ask myself questions before, during, and after I read a story or informational text to help me understand. I can determine the meaning of words that have more than one meaning. I can indicate the sequence of events in a story or text. I can use graphic organizers to help me understand a story or informational text. I can ID/use past, present, and future tense verbs.

“I Can” Skills (Text pgs. 262-264) I can think about the author’s purpose before I read to help me better understand what I’m about to read, and I can think about author’s purpose after I read to help me check my comprehension. I can explore different structures of informational text (e.g., cause-effect, comparison-contrast, problem-solution).