5th Grade “I Can” Statements for California Common Core State

S. Parenzin 3/13

Grade “I Can” Statements

for California Common Core State Standards

Strand: Reading Standards for Literature

Key Ideas and Details

I can quote accurately from a text when talking about what the text says explicitly.

1 2 3

I can quote accurately from a text when making inferences about the text. 1 2 3

I can determine the theme of a text based on the details in the text.

1 2 3

I can tell how characters respond to challenges in the text. 1 2 3

I can explain how the speaker in a poem reflects on the topic. 1 2 3

I can summarize a text.

1 2 3

I can draw on specific details in the text to compare and contrast two different characters. 1 2 3

I can draw on specific details in the text to compare and contrast two different settings.

1 2 3

I can draw on specific details in the text to compare and contrast two different series of events (i.e. plots).

1 2 3

Craft and Structure

I can tell what words/phrases mean in a text. 1 2 3

I can determine the meaning of figurative language (e.g. simile and metaphor). 1 2 3

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

story, drama, or poem.

1 2 3

I can determine who is telling the story (e.g. narrator or speaker).

1 2 3

I can describe how they feel about what they’re writing about.

1 2 3

I can describe how the narrator’s or speaker’s point of view influences the events in the text.

1 2 3

Integration of Knowledge and Ideas

I can analyze how visual and multimedia elements contribute to the meaning of a text. 1 2 3

I can analyze how visual and multimedia elements contribute to the tone of a text.

1 2 3

I can analyze how visual and multimedia elements contribute to the beauty of a text. 1 2 3

I can compare and contrast stories in the same genre on their approach to similar themes and topics.

1 2 3

Range of Reading and Level of Text Complexity

I can read fifth grade stories, drama, and poetry.

1 2 3

Strand: Reading Standards for Informational Text

Key Ideas and Details

I can quote accurately from a text when talking about what the text says explicitly. 1 2 3

I can quote accurately from a text when making inferences about the text. 1 2 3

I can determine two or more main ideas of a text based on the details in the text. 1 2 3

I can summarize a text.

1 2 3

I can explain the relationships/interactions between individuals, events, ideas, or concepts based on information

from a historical, scientific, or technical text.

1 2 3

Craft and Structure

I can figure out the meaning of academic words in a text.

1 2 3

I can figure out the meaning of subject-specific words in a text. 1 2 3

I can compare and contrast text structure of two or more texts (e.g. chronology, comparison, cause/effect,

problem/solution).

1 2 3

I can analyze multiple accounts of the same event or topic.

1 2 3

I can note similarities and differences in the points of view they represent.

1 2 3

Integration of Knowledge and Ideas

I can draw on information from a variety of print or digital sources to locate an answer to a question or solve a

problem quickly.

1 2 3

I can explain how the author uses reasons and evidence to support their points in a text. 1 2 3

I can explain which reasons and evidence support which points in a text.

1 2 3

I can integrate information from several texts on the same topic. 1 2 3

I can use that information to write or speak about the topic knowledgeably.

1 2 3

3 = I’ve got it!

2 = I’m working on this

1 = Not yet

S. Parenzin 3/13

Range of Reading and Level of Text Complexity

I can read fifth grade informational texts. 1 2 3

Strand: Reading Standards: Foundational Skills

Phonics and Word Recognition

I can decode multisyllabic words, in context and out of context.

1 2 3

Fluency

I can read fifth grade text.

1 2 3

I can understand what I read. 1 2 3

I can explain why I read different kinds of texts. 1 2 3

I can read with accuracy. 1 2 3

I can read with appropriate rate. 1 2 3

I can read with expression.

1 2 3

I can use context to help me confirm/self-correct word recognition when I read.

1 2 3

I can use context to help me confirm/self-correct my understanding when I read.

1 2 3

I can reread the text when necessary. 1 2 3

Strand: Writing

Text Types and Purposes

I can write an opinion piece about a topic/text that supports a point of view with

reasons and information.

1 2 3

•

I can introduce a topic/text.

1 2 3

•

I can state my opinion about a topic/text. 1 2 3

•

I can create an organizational structure that groups related ideas.

1 2 3

•

I can provide logically ordered reasons that are supported by facts and details. 1 2 3

•

I can use linking words, phrases, and clauses to connect my opinion and reasons. 1 2 3

•

I can write a conclusion to my opinion.

1 2 3

I can write an informative text that examines a topic and conveys ideas clearly. 1 2 3

•

I can introduce and write about an informational topic. 1 2 3

• I can provide a general observation and focus.

1 2 3

•

I can group related information logically in paragraphs or sections. 1 2 3

•

I can include formatting/illustrations/multimedia that aid in comprehension.

1 2 3

• I can include facts, definitions, concrete details, quotations or other information or

examples about the topic.

1 2 3

•

I can use linking words, phrases, and clauses to connect ideas within categories.

1 2 3

• I can use precise language and domain-specific vocabulary when writing about the topic.

1 2 3

•

I can provide a concluding (statement/section) to my informative piece. 1 2 3

I can write a real/imagined narrative that includes effective technique, descriptive details and a

clear sequence of events.

1 2 3

•

I can establish a situation in my narrative writing. 1 2 3

•

I can introduce the narrator and/or characters in my narrative writing. 1 2 3

•

I can tell the events of the story in a natural, logical sequence. 1 2 3

• I can include dialogue to develop experiences and events or show the responses of characters to

situations.

1 2 3

• I can include description to develop experiences and events or show the responses of characters to

situations.

1 2 3

•

I can include pacing to develop experiences and events or show the responses of characters to

situations.

1 2 3

•

I can use transitional words, phrases, and clauses to manage the sequence of events.

1 2 3

• I can use concrete words/phrases and sensory details to precisely convey experiences and events.

1 2 3

•

I can write an ending to my story.

1 2 3

S. Parenzin 3/13

Production and Distribution of Writing

I can produce clear and coherent writing, including multi-paragraph texts. 1 2 3

I can use a structure appropriate for the writing task, purpose, and audience. 1 2 3

I can plan my writing with help from my peers and my teacher.

1 2 3

I can revise my writing with help from my peers and my teacher. 1 2 3

I can edit my writing with help from my peers and my teacher.

1 2 3

I can try a new approach with my writing with help from my peers and my teacher. 1 2 3

I can use digital tools to produce my writing. 1 2 3

I can use digital tools to publish my writing. 1 2 3

I can use digital tools to collaborate with others about my writing. 1 2 3

I can use keyboarding skills to type a minimum of two pages in a single sitting.

1 2 3

Research to Build and Present Knowledge

I can use several sources to research information about different aspects of a topic.

1 2 3

I can remember information from my own experiences to answer a question. 1 2 3

I can gather information from print and digital sources to answer a question.

1 2 3

I can take notes about a topic from information from print and digital sources. 1 2 3

I can summarize information about a topic in my notes and finished work. 1 2 3

I can paraphrase information about a topic in my notes and finished work.

1 2 3

I can provide a list of sources. 1 2 3

I can site textual evidence (literary or informational) to support my analysis, reflection, and research.

1 2 3

Range of Writing

I can write over a longer period of time. 1 2 3

I can write on demand. 1 2 3

Strand: Speaking and Listening

Comprehension and Collaboration

I can participate in whole class discussions.

1 2 3

I can participate in a small-group discussion. 1 2 3

I can participate in a one-on-one discussion.

1 2 3

I can prepare for discussions by reading or studying required material. 1 2 3

I can follow class conversation norms (e.g. taking turns listening and speaking). 1 2 3

I can carry out an assigned role. 1 2 3

I can pose and respond to questions about the topic to help me understand it. 1 2 3

I can make comments that add to the discussion or link to others’ ideas about the topic.

1 2 3

I can review key ideas expressed in the discussion. 1 2 3

I can draw conclusions based on the information shared or knowledge gained in the discussion.

1 2 3

I can summarize a written text read aloud or presented in diverse media. 1 2 3

I can summarize the points a speaker or media source makes.

1 2 3

I can explain how each claim is supported by reasons and evidence. 1 2 3

I can identify any logical fallacies. 1 2 3

I can analyze any logical fallacies.

1 2 3

Presentation of Knowledge and Ideas

I can report on a topic/text or present an opinion speech.

1 2 3

I can speak so my classmates and teacher can hear and understand me. 1 2 3

I can plan an opinion speech.

1 2 3

I can give an opinion speech. 1 2 3

I can state a claim in my opinion speech. 1 2 3

I can logically sequence my evidence to support my claim. 1 2 3

I can use transition words effectively to link opinions and evidence. 1 2 3

I can provide a concluding statement to my opinion speech.

1 2 3

I can memorize a poem or section of a speech or historical document. 1 2 3

S. Parenzin 3/13

I can recite a poem/section of a speech/historical document. 1 2 3

I can recite a poem/section of a speech/historical document with appropriate rate.

1 2 3

I can recite a poem/section of a speech/historical document with appropriate expression.

1 2 3

I can recite a poem/section of a speech/historical document with appropriate gestures.

1 2 3

I can include multimedia components and visual displays to enhance my presentation. 1 2 3

I can adapt my speech to use formal English when appropriate to task and situation. 1 2 3

Strand: Language

Conventions

I can write fluidly and legibly in cursive or joined italics (4

grade). 1 2 3

I can explain the function of conjunctions in general and in a particular sentence.

1 2 3

I can explain the function of prepositions in general and in a particular sentence. 1 2 3

I can explain the function of interjections in general and in a particular sentence.

1 2 3

I can form and use the perfect verb tenses in my writing. 1 2 3

I can form and use the perfect verb tenses in my speaking.

1 2 3

I can use verb tenses to convey times/sequences/states/conditions in my writing. 1 2 3

I can use verb tenses to convey times/sequences/states/conditions in my speaking. 1 2 3

I can recognize and correct inappropriate shifts in verb tense in my writing.

1 2 3

I can recognize and correct inappropriate shifts in verb tense in my speaking. 1 2 3

I can use correlative conjunctions (e.g.

either/or

neither/nor

) in my writing.

1 2 3

I can use correlative conjunctions (e.g.

either/or

neither/nor

) in my speaking. 1 2 3

I can use correct capitalization.

1 2 3

I can use punctuation to separate items in a series. 1 2 3

I can use a comma to separate an introductory element from the rest of the sentence. 1 2 3

I can use a comma to set off the words yes and no (e.g.

Yes, thank you

1 2 3

I can use a comma to set off a tag question from the rest of the sentence (e.g.

It’s true, isn’t it?

)

1 2 3

I can use a comma to indicate a direct address (e.g.

Is that you, Steve?

)

1 2 3

I can use underlining, quotation marks, or italics to indicate titles of works. 1 2 3

I can correctly spell grade-appropriate words. 1 2 3

I can use reference materials, as needed, to check and correct my spelling. 1 2 3

I can use sentence variety to create meaning, interest, and style in my writing. 1 2 3

I can use sentence variety to create meaning, interest, and style in my speaking.

1 2 3

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

1 2 3

Vocabulary

I can use clues in a sentence to help me figure out the meaning of a word or phrase. 1 2 3

I can use my knowledge of common Greek and Latin affixes and roots to help me figure out what a

word means.

1 2 3

I can use print or digital reference materials to figure out what a word means. 1 2 3

I can use print or digital reference materials to find the pronunciation of a word.

1 2 3

I can use print or digital reference materials to identify alternate word choices in

all content areas.

1 2 3

I can explain the meaning of simple similes and metaphors in context.

1 2 3

I can recognize and explain the meaning of common idioms, adages, and proverbs. 1 2 3

I can show my understanding of words by relating them to synonyms and antonyms. 1 2 3

I can learn 5

grade academic words and phrases.

1 2 3

I can learn 5

grade domain-specific words and phrases. 1 2 3

I can use my new words in my writing.

1 2 3

I can use my new words in my speaking. 1 2 3