1. “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

2. “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.

3. “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).

4. “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.

5. “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.

6. “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.

7. “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.

8. “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.

9. “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).

10. “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.

11. “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).