Fifth Grade Reading

Fifth Grade Reading

Common Core Standards: Learning Targets

Literature

Standard: Key ideas and details

I can explain a text using details/quotes.

I can draw conclusions/make inferences using texts.

I can determine the theme (idea, message, or lesson) of a story, drama, or poem from details in a text.

I can explain how characters in a story or drama respond to challenges (conflict/problem) in a text.

I can explain how the speaker/narrator in a poem thinks about a topic.

I can summarize a text in my own words.

I can compare and contrast characters, settings, or events (plot) in a text using details.

Standard: Craft and Structure

I can determine the meaning of figurative language (e.g. similes& metaphors) in a text.

I can explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a text.

I can describe how a narrator’s or speaker’s point of view (opinion) influences how events are described.

Standard: Integration of Knowledge and Ideas

I can explain how visual elements add to the meaning, tone, and beauty of a text.

I can compare and contrast stories in the same genre based on themes and on topics.

Standard: Range of Reading and Level of Text Complexity

I can read and understand literature including stories, dramas, plays, and poetry proficiently by the end of the year.

Foundational

Standard: Phonics and Word Recognition

I can know and use phonics and word analysis in decoding words, such as sounds, syllables, roots, prefixes, and suffixes.

I can use letter sounds and syllables to read unfamiliar multisyllabic words.

I can read with accuracy and fluency.

I can read with purpose and with understanding.

I can read 5th grade prose (everyday writing) and poetry.

I can use context to confirm or self-correct word recognition and understanding, including homophones and multiple-meaning words.

Informational

Standard: Key ideas and details

I can give details from a text to support an inference (educated guess).

I can determine the main (most important) ideas of a text.

I can explain how main ideas are supported with key ideas or information.

I can summarize a text in my own words.

I can explain the relationships between two or more individuals, events, ideas, or concepts in different text.

Standard: Craft and Structure

I can determine the meaning of general and specialized vocabulary used in a text.

I can compare and contrast information from two or more sources.

I can analyze multiple points of view on the same event or topic.

Standard: Integration of Knowledge and Ideas

I can understand information from print or digital sources in order to locate answers or to solve problems.

I can explain how an author uses reasons and evidence to support particular points, such as comparison, cause/effect, sequence).

I can combine information from two or more informational texts on the same topic in order to write or to speak about that topic knowledgeably.

Standard: Range of Reading and Level of Text Complexity

I can read and comprehend informational texts independently and proficiently by the end of the year.

Language

Standard: Knowledge of Language

I can compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Standard: Vocabulary and Acquisition

I can pronounce words and define words/phrases using content, print sources, or digital references.

I can use context clues to help understand the meanings of words.

I can use root words, prefixes, and/or suffixes to understand the meanings of words.

I can understand figurative language and word relationships/meanings.

I can identify and explain idioms, adages, and proverbs.

I can use synonyms, antonyms, and homographs correctly.

Speaking and Listening

Standard: Comprehension and Collaboration

I can review key ideas and draw conclusions from a variety of discussions.

I can summarize oral information in different formats.

I can summarize points made by a speaker and explain the reason.

I can give examples of evidence that explains the speaker’s points.