5th Grade Learning Targets

Targets are posted in the classroom at all times.  They are written as “I can” statements to help the students understand the expectations of learning.  These I can statements are directly correlated to the Common Core curriculum standards. 


3rd Trimester
These learning targets will be our focus for the 3rd Trimester:

• I can identify the physical and human features of a place.
• I can use digital tools and resources to investigate real-world issues, answer questions, or solve problems.
• I can understand and interact with what I read by using thinking strategies.
• I can determine the meaning of unknown words/phrases using my background knowledge, word parts, context clues, and/or resources.
• I can communicate a clear message based on my task, purpose, and audience.
• I can understand and interact with literature by using thinking strategies.
• I can summarize story elements identifying the overall structure of the text.
• I can describe/illustrate perspective influences the description of events in a story.
• I can determine the meaning of new/unknown words by using background knowledge, word parts, context clues, and/or resources.
• I can understand and interact with informational texts by using thinking strategies.
• I can summarize informational text by determining main idea and supporting details.
• I can recognize and explain relationship between historical ideas and concepts within informational text.
• I can explore ways in which people adapt to resources.
• I can compare and contrast various civilizations within and across time periods.
• I can utilize digital tools and resources to investigate real-world issues, answer questions, or solve problems.
• I can use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area.
• I can summarize key ideas.
• I can begin my writing with an inviting introduction that presents readers with my characters, setting, and plot.
• I can organize my writing to follow a logical sequential order that builds on the plot of my story.
• I can utilize transitions to connect ideas within my writing.
• I can write a conclusion that fits my purpose for writing.
• I can explain and support a stance on a topic using precise language and content vocabulary that match my purpose for writing.
• I can collaborate effectively with peers and adults.

2nd Trimester
Beginning the second trimester, we have switched to more of a social studies focus while integrating our literacy skills. We will continue to work on many of the same targets as the first trimester, but we will go a little more deeply using social studies content and more complex texts.  We are focusing on collaboration with our peers.

Reading:

I can apply my knowledge of text features and structures to search for, retrieve, and paraphrase information within nonfiction texts.

I can identify the author’s message while reading fiction.

Writing:

I can revise my writing to make my message clear to the reader.

I can identify the elements of fiction writing.

Social Studies:

I can describe the human and physical characteristics of a place.

I can explain ways in which people (Egyptians) have adapted to the conditions of their environments.

I can explain ways in which people have interacted with conditions of their environments to survive and thrive.

21st Century Skills:

I can understand and interact with what I read using thinking strategies.

I can communicate a clear message based on my task, purpose, and audience.

I can demonstrate cooperative behavior while working in a group.

I can accept and own mistakes as part of learning.

1st Trimester

Reading/Vocabulary:

·      I can set a purpose for reading.

·      I can identify reasons for reading good fit texts.

·      I can explain how to select good fit texts.

·      I can select good fit texts based on my purpose for reading.

·      I can explain my thinking about my reading.

·      I can identify text evidence that relates to my thinking.

·      I can evaluate the relationship between thinking and text.

·      I can identify fluent reading.

·      I can read smoothly and with expression.

·      I can adjust my reading rate to fit the text that I am reading.

·      I can identify connections that help me understand.

·      I can identify distracting connections.

·      I can determine what is important while reading text.

·      I can identify ways to make meaning from unknown words.

·      I can use strategies to make meaning and use unknown words.

·      I can demonstrate my learning of vocabulary by using the terms in sentences.

·      I can evaluate my use of schema to help me understand before, during, and after reading.

·      I can use context clues to determine the meaning of unknown words.

·      I can analyze information from various sources.

·      I can evaluate the actions of the protagonist while reading fiction.

·      I can identify the elements of a fiction narrative.

·      I can use strategies to help me comprehend as I read text.

Writing:

·      I can identify purposes for writing.

·      I can set a purpose for writing.

·      I can identify the steps to RAFT.

·      I can use the RAFT model to organize my thinking and my writing.

·      I can brainstorm ideas and details before writing.

·      I can connect ideas and details to the purpose for writing.

·      I can develop relevant ideas for my writing.

·      I can clearly communicate ideas and information through speaking and writing.

Social Studies

·      I can analyze maps to identify physical features within a region and predict the kinds of resources that were available to the people who settled there.

·      I can compare physical features and resources from different regions and how those conditions affect people from different regions.

·      I can explain ways in which people have adapted to the conditions of their environments.

21^st Century Skills

·      I can demonstrate accountability for my personal performance.

·      I can identify characteristics of a team.

·      I can motivate myself to succeed.

·      I can consistently produce high-quality work.

·      I can communicate effectively with peers and adults.

I can use positive interactions in all