ISD Fifth Grade
2015-2016
ISD First Quarter Focus
Student learning targets clearly explain the goal for each lesson in student friendly terms.
English Language Arts (ELA)
English Language Arts (ELA)
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Reading: Phonics and Word Recognition
Writing: Narrative
I can decode unfamiliar words.
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Reading: Fluency
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I can read fluently, accurately and with expression.
I can read with increasing stamina.
I can monitor meaning and use fix-up strategies (selfcorrect and rereading) to maintain comprehension.
I can read grade-level text with purpose and
understanding.
Reading: Key Ideas and Details
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I can quote accurately from a text when making
inferences about characters.
I can use descriptions of characters and their actions,
words, and thoughts to understand the theme of a
story, drama or poem.
I can use details from the text to compare and
contrast two or more characters, settings or events.
I can summarize the text.
I can make connections within and across texts to
think deeply about characters.
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Reading: Craft and Structure
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I can determine the meaning of words and phrases,
including figurative language.
I can explain how the overall structure of a particular
story, drama, or poem fits together.
I can describe how a narrator’s or speaker’s points of
view influences how events are described.
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Reading: Integration of Knowledge and Ideas
I can analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text.
I can compare and contrast stories in the same genre.
Reading: Range of Reading and Level of Text
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Complexity
I can set goals for my reading and track my progress.
I can choose a variety of “just right books” from
different genres.
I can use a variety of comprehension strategies to be
an active reader.
Speaking & Listening: Comprehension and
Collaboration
I can build my understanding of what I read by talking
about my reading.
I can respectfully listen to, build on, and draw conclusions from others ideas.
I can engage in respectful discussions about my reading with anyone.
I can come to discussions prepared by reading required material.
I can pose and respond to specific questions by making comments that contribute to the
discussion.
I can summarize a written text read aloud or
information presented in diverse media and
formats.
I can summarize the points a speaker makes by using
reasons and evidence.
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I can write narratives to develop real or imagined
experiences using effective technique, descriptive
details and sequencing.
I can orient the reader by establishing a situation and
introducing a narrator/ characters; organize an event
sequence.
I can use dialogue, sensory details, descriptive words
and phrases to convey experiences and events
precisely.
I can organize my writing using an effective
introduction, conclusion, and transitions to logically
group related information.
I can develop and organize my writing appropriate to
task, purpose, and audience.
With guidance, I can use the writing process to
produce high quality writing pieces.
With guidance, I can use technology to produce and
publish my writing.
I can compose written responses and include textual
evidence to strengthen my analysis, reflection, and/or
research.
I can build my understanding of what I read by writing
about my reading.
I can write effectively according to my audience and
purpose for writing.
Language: Grammar and Usage
I can use correct grammar and conventions of
Standard English in my writing.
I can expand, combine, and reduce sentences for
meaning when editing my writing.
Language: Punctuation
I can use commas to separate items in a series.
I can use a comma to separate an introductory
element from the rest of the sentence.
I can use commas to set off words in my writing.
I can use underlining, quotation marks, or italics to
indicate titles of work in my writing.
Language: Spelling
I can use accurate spelling of grade-appropriate words
in my writing.
Language: Vocabulary
I can determine the meaning or pronunciation of a
word by consulting reference materials or using a
range of strategies.
I can use context clues to figure out word meanings.
I can use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
I can demonstrate my understanding of figurative
language, including similes and metaphors, by using it
in my writing.
I can recognize and interpret similes, metaphors,
common idioms, adages, and proverbs.
I can use relationships between words to better
understand the meaning of each individual word.
I can use relationships between words to make my
writing more clear.
I can find and use grade-appropriate words that signal
contrast, addition, and other logical relationships. (e.g.,
however, although, nevertheless, similarly, moreover,
in addition)
Learning targets strengthen the learning partnership!
2015-2016
ISD Fifth Grade
ISD First Quarter Focus
Student learning targets clearly explain the goal for each lesson in student friendly terms.
Mathematics
Science
Operations and Algebraic Thinking
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I can represent the problems with a letter standing for
the unknown quantity.
I can explain how a multiplication equation (e.g.,
35=5x7) can be interpreted as a comparison.
I can find a rule or pattern within a given set of
numbers.
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Numbers and Operations in Base Ten
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I can recognize that each place to the left is ten times
larger in a multi-digit number.
I can recognize that each place to the right is 1/10 as
much in a multi-digit number.
I can compare and order numbers up to 10,000,000.
I can represent numbers up to 10,000,000 using
standard, expanded, and written form.
I can use the value of the digit to the right of the place
to be rounded to determine whether to round up or
down.
I can fluently multiply numbers with products up to
144.
I can fluently add and subtract multi-digit whole
numbers using the standard algorithm.
I can use the bar modeling strategy to solve addition
real-world word problems.
I can use the bar modeling strategy to solve
subtraction real-world word problems.
I can add and subtract within 1000 using concrete
models or drawings.
I can multiply multi-digit numbers by a 1-digit number
using an array model.
I can divide a 3-digit number by a 1-digit number with
regrouping.
I can solve multi-step word problems using addition
and subtraction.
I can solve real-world problems.
I can solve multi-step problems using the four
operations.
I can solve multiplication or division word problems
using drawings and equations.
I can use different methods to multiply up to 4-digit
numbers by 1-digit numbers, with or without
regrouping.
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Scientific Inquiry
I can make predictions about the meaning of
scientific terms.
I can develop and use models.
I can use mathematics and computational thinking.
I can obtain, evaluate, and communicate information.
Earth Systems
I can describe each of the four spheres and their
importance to life on Earth.
I can identify and describe how the Earth's systems
work and interact.
I can infer and explain the movements of Earth’s
tectonic plates and their affects on the geosphere
and biosphere.
I can identify how the atmosphere and hydrosphere
work together to cause weather events and their
affects on living things on Earth.
I can understand and explain how the water cycle
affects the biosphere in various regions.
I can evaluate the ways humans positively and
negatively affect Earth’s major systems.
Social Studies - Causes of the Civil War
Civic-Political Perspective
Economic Perspective
Geographic Perspective
Social-Cultural Perspective
Historical Perspective
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I can describe the differences of the North and South.
(CPP/SCP/GP/HP/EP)
I can describe the role slavery played in the conflict
between the North and the South. (CPP/HP)
I can identify key leaders in the abolitionist movement
and the role that they played. (HP)
I can analyze the Northern and Southern perspectives.
(CPP/SCP/HP/GP)
I can explain Missouri's role as a border state, and
participation in the Border Wars. (HP)
Behaviors that Promote Learning
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Demonstrates effort and strives for quality in a timely manner.
Shows respect for property and people; resolves peer conflicts.
Displays classroom behaviors that support the learning environment.
Listens and participates in collaborative discussions.
Demonstrates organization and planning skills.
Learning targets strengthen the learning partnership!