WLS Common Core ELA “I can…” Statements

WLS Common Core ELA “I can…” Statements – Grade 5

Strand: Reading Literature

“I can…” Statement

5.RL.1. Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the text.

• I can quote words used in the text to explain what is

happening in the story.

• I can use words in the text to support my inferences.

5.RL.2. Determine a theme of a story, drama, or poem from

details in the text, including how characters in a story or drama

respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

•

I can figure out the theme of a story, drama, or poem using

how characters respond to a problem or how the storyteller

feels about the topic.

• I can summarize the story, drama, or poem using important

details.

5.RL.3. Compare and contrast two or more characters, settings,

or events in a story or drama, drawing on specific details in the

text (e.g., how characters interact).

• I can use details from the story to tell how characters,

settings, or events are alike or different (compare-alike;

contrast-different).

5.RL.4. Determine the meaning of words and phrases as they

are used in a text, including figurative language such as

metaphors and similes.

• I can explain the meaning of words and phrases as they are

used in text, including metaphors and similes.

5.RL.5. Explain how a series of chapters, scenes, or stanzas fits

together to provide the overall structure of a particular story,

drama, or poem.

•

I can explain how the order of chapters, scenes, or stanzas

fit together to give the overall flow of the story.

5.RL.6. Describe how a narrator’s or speaker’s point of view

influences how events are described.

• I can explain how the speaker’s point of view affects how

the events are described.

5.RL.7. Analyze how visual and multimedia elements contribute

to the meaning, tone, or beauty of a text (e.g., graphic novel,

multimedia presentation of fiction, folktale, myth, poem).

• I can explain how visual and multimedia elements help me

understand the meaning, tone, and beauty of a text.

5.RL.8. (Not applicable to literature)

5.RL.9. Compare and contrast stories in the same genre (e.g.,

mysteries and adventure stories) on their approaches to similar

themes and topics.

• I can tell how stories in the same genre are the same or

different by the way they explain the same themes and

topics.

5.RL.10. By the end of the year, read and comprehend

literature, including stories, dramas, and poetry, at the high

end of the grades 4–5 text complexity band independently and

proficiently.

• I can read different kinds of literature at the fifth grade level

independently and with understanding.

Strand: Reading Informational Text

“I can…” Statement

5.RI.1. Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the text.

•

I can quote from a text when explaining what the text says.

• I can quote from a text when drawing inferences.

5.RI.2. Determine two or more main ideas of a text and explain

how they are supported by key details; summarize the text.

•

I can determine what the main ideas of the text are.

• I can choose key details to support each main idea.

• I can use the main ideas and supporting details to

summarize the text.

5.RI.3. Explain the relationships or interactions between two or

more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information in the

text.

• I can explain how two or more items or individuals are

affected by or related to others.

5.RI.4. Determine the meaning of general academic and

domain-specific words and phrases in a text relevant to a grade

5 topic or subject area.

• I can determine the meaning of words and phrases.

5.RI.5. Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two or more texts.

• I can compare and contrast the different elements of

structure within two or more texts.

5.RI.6. Analyze multiple accounts of the same event or topic,

noting important similarities and differences in the point of

view they represent.

• I can examine similarities and differences of the same event

or topic from different points of view.

5.RI.7. Draw on information from multiple print or digital

sources, demonstrating the ability to locate an answer to a

question quickly or to solve a problem efficiently.

•

I can use information from more than one source to find

and answer or solve a problem quickly and correctly.

5.RI.8. Explain how an author uses reasons and evidence to

support particular points in a text, identifying which reasons

and evidence support which point(s).

•

I can explain how the author uses reasons to support

specific points in the text.

• I can explain which reasons support which points.

5.RI.9. Integrate information from several texts on the same

topic in order to write or speak about the subject

knowledgeably.

• I can write or speak about a topic by combining information

from two or more texts on the same topic.

5.RI.10. By the end of the year, read and comprehend

informational texts, including history/social studies, science,

and technical texts, at the high end of the grades 4–5 text

complexity band independently and proficiently.

• I can read and understand nonfictional text at the fifth

grade level.

Strand: Reading Foundations

“I can…” Statement

5.RF.3. Know and apply grade-level phonics and word analysis

skills in decoding words.

a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately

unfamiliar multisyllabic words in context and out of

context.

• I can use knowledge of letters and sounds to pronounce

new words.

• I can use roots and affixes to pronounce new words.

5.RF.4. Read with sufficient accuracy and fluency to support

comprehension.

a. Read on-level text with

purpose and understanding.

b. Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as necessary.

• I can understand 5

grade level text.

• I can read accurately and with expression at a 5

grade

level.

• I can read at an appropriate rate depending on the type of

text.

• I can check for understanding and back up and reread when

needed, correcting my mistakes.

Strand: Writing

“I can…” Statement

5.W.1. Write opinion pieces on topics or texts, supporting a

point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which ideas are

logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported

by facts and details.

c. Link opinion and reasons using words, phrases, and

clauses (e.g., consequently, specifically).

d. Provide a concluding statement or section related to

the opinion presented.

• I can write an opinion piece supported with reasons by…

• I can introduce a topic.

• I can state an opinion.

• I can provide reasons that are supported by facts and

details.

• I can group related ideas together.

• I can connect opinions and reasons using words, phrases,

and clauses (consequently, specifically).

• I can create paragraphs or graphic organizers.

• I can write a concluding statement that restates my opinion.

5.W.2. Write informative/explanatory texts to examine a topic

and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general

observation and focus, and group related information

logically; include formatting (e.g., headings),

illustrations, and multimedia when

useful to aiding comprehension.

• I can write an informative/explanatory text about a topic

by….

• I can introduce a topic clearly.

• I can group related ideas together.

• I can connect ideas using words, phrases, and clauses (in

contrast and especially).

b. Develop the topic with

facts, definitions, concrete details,

quotations, or other information and

examples related to the topic.

c. Link ideas within and across categories of information

using words, phrases, and clauses

(e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary

to inform about or explain the topic.

e. Provide a concluding statement or section related to

the information or explanation presented.

• I can include headings, illustrations and different media

(videotape, newspaper articles, graphs, animations,

interactive websites) to help the reader understand my

topic more clearly.

• I can develop the topic by adding facts, definitions, specific

details, quotes or other examples about the topic.

• I can use exact words and vocabulary about my topic.

• I can write a concluding statement or paragraph.

5.W.3. Write narratives to develop real or imagined

experiences or events using effective technique, descriptive

details, and clear event sequences.

a. Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an

event sequence that unfolds naturally.

b. Use narrative techniques,

such as dialogue, description, and pacing,

to develop experiences

and events or show the

responses of characters to situations.

c. Use a variety of transitional words, phrases, and

clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details

to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated

experiences or events.

•

I can write a narrative by…

• I can introduce a story with an event that includes

characters and setting.

• I can use dialogues and descriptions to show how characters

react and respond.

• I can use transitional words and clauses to organize a

sequence of events.

• I can use specific words and phrases and sensory details to

explain events clearly.

• I can write a conclusion.

5.W.4. Produce clear and coherent writing in which the

development and organization are appropriate to task,

purpose, and audience. (Grade-

specific expectations for writing

types are defined in standards 1–3.)

• I can create many types of writing to fit the purpose and

audience.

5.W.5. With guidance and support from peers and adults,

develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach. (Editing

for conventions should demonstrate command of Language

standards 1–3 up to and including grade 5.)

• I can use the writing process (planning, revising, editing,

rewriting).

• I can use a graphic organizer or other strategy to plan my

writing.

• I can use a variety of strategies to revise my writing to make

it better fit the purpose.

• I can edit my writing for mechanics and grammar.

• I can rewrite my work, applying the appropriate changes.

5.W.6. With some guidance and support from adults, use

technology, including the Internet, to produce and publish

writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type

a minimum of two pages in a single sitting.

• I can use technology to publish writing.

• I can use technology to work with others.

• I can type 2 pages at one sitting.

5.W.7. Conduct short research projects that use several

sources to build knowledge through investigation of different

aspects of a topic.

•

I can research a topic.

• I can use several resources in order to gain knowledge on a

new topic.

5.W.8. Recall relevant information from experiences or gather

relevant information from print and digital sources; summarize

or paraphrase information in notes and finished work, and

provide a list of sources.

• I can find facts from books and computers.

• I can remember important details from experiences.

• I can write notes and organize facts in my own words

(summarize and paraphrase).

• I can list my sources.

5.W.9. Draw evidence from literary or informational texts to

support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g.,

“Compare and contrast two or more characters, settings, or

events in a story or a drama, drawing on specific details in the

text [e.g., how characters interact]”).

b. Apply grade 5 Reading standards to informational texts

(e.g., “Explain how an author uses reasons and evidence to

support particular points in a text, identifying which reasons

and evidence support which point[s]”).

• I can write about literature.

• I can use specific details to support my ideas or writing.

• I can write about informational text.

• I can compare and contrast characters, setting, or events in

a writing piece.

5.W.10. Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

• I can write for different amounts of time and purposes.

Strand: Speaking and Listening

“I can…” Statement

5.SL.1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher led) with

diverse partners on grade 5 topics and texts, building on

others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation

and other information known about the topic to

explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry

out assigned roles.

c. Pose and respond to specific questions by making

comments that contribute to the discussion and

elaborate on the remarks of others.

d. Review the key ideas expressed and draw

conclusions in light of information and knowledge

gained from the discussions.

• I can prepare for my discussions by reading and studying

required material.

• I can share what I have read by talking about these subjects

in class discussions.

• I can follow rules and do my job during discussions.

• I can present questions about a topic.

• I can respond to questions about a topic.

• I can add to and respond to the comments of others.

• I can review the main ideas we discussed.

• I can draw conclusions based on the information we discuss.

5.SL.2. Summarize a written text read aloud or information

presented in diverse media and formats, including visually,

quantitatively, and orally.

• I can summarize texts read aloud or facts told through

charts, graphs, pictures and words.

5.SL.3. Summarize the points a speaker makes and explain how

each claim is supported by reasons and evidence.

•

I can summarize the speaker’s points and give the evidence

that supports these points.

5.SL.4. Report on a topic or text or present an opinion,

sequencing ideas logically and using appropriate facts and

relevant, descriptive details to support main ideas or themes;

speak clearly at an understandable pace.

• I can report on a topic or give an opinion.

• I can put my ideas in order.

• I can use facts and details to support the main idea or

theme.

• I can speak clearly at a pace that is appropriate to the

purpose.

5.SL.5. Include multimedia components (e.g., graphics, sound)

and visual displays in presentations when appropriate to

enhance the development of main ideas or themes.

• I can use multimedia (graphics and sound) in my

presentation to make the main idea or theme more

interesting.

5.SL.6. Adapt speech to a variety of contexts and tasks, using

formal English when appropriate to task and situation. (See

grade 5 Language standards 1 and 3 for specific expectations.)

• I can decide when to use formal and informal English.

Strand: Language

“I can…” Statement

5.L.1. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

a. Explain the function

of conjunctions, prepositions, and

interjections in general and their function in particular

sentences.

b. Form and use the perfect (e.g., I had walked; I have

walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences,

states, and conditions.

d. Recognize and correct inappropriate shifts in verb

tense.

e. Use correlative conjunctions (e.g., either/or,

neither/nor).

• I can explain the reasons we use conjunctions, prepositions,

and interjections in sentences.

• I can use the correct verb tense when writing or speaking.

• I can use the correct correlative conjunctions (ex.:

either/or).

• I can find and correct inappropriate changes in verb tense.

5.L.2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.

b. Use a comma to separate an introductory element

from the rest of the sentence.

c. Use a comma to set off the words yes and no (e.g.,

Yes, thank you), to set off a tag question from the rest

of the sentence (e.g., It’s true, isn’t it?), and to indicate

direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to

indicate titles of works.

e. Spell grade-appropriate words correctly, consulting

references as needed.

• I can use the comma to separate items in a series.

• I can use a comma to separate an opening phrase in a

sentence.

• I can use a comma to set off the words “yes-no.”

• I can use a comma to set off a tag question.

• I can use a comma to set off a direct address.

• I can indicate the title of work by underlining, using quotes,

or using italics.

• I can spell words correctly and use references, as needed.

5.L.3. Use knowledge of language and its conventions when

writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning,

reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g.,

dialects, registers) used in stories, dramas, or poems.

• I can adjust my writing to make it clear and interesting

(revision process).

• I can compare and contrast varieties of English (dialects,

registers) used in stories, drama, and poems.

5.L.4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 5 reading

and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of a word

or phrase.

b. Use common, grade-appropriate Greek and Latin

affixes and roots as clues to the meaning of a word

(e.g., photograph, photosynthesis).

c. Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find

the pronunciation and determine or clarify the precise

meaning of key words and phrases.

• I can determine the correct meaning of unknown and

multiple-

meaning words and phrases based on clues used in

a text.

• I can use root words, prefixes, and suffixes to understand

the meaning of words.

• I can select the appropriate reference tool to determine the

meaning and pronunciation of words and phrases.

5.L.5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and

metaphors, in context.

b. Recognize and explain the meaning of common

idioms, adages, and proverbs.

c. Use the relationship between particular words (e.g.,

synonyms, antonyms, homographs) to better

understand each of the words.

• I can identify and explain the meaning of similes and

metaphors in context.

• I can identify and explain the meaning of idioms, adages,

and proverbs in text.

• I can determine the meaning of words using synonyms,

antonyms, and homographs in context.

5.L.6. Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases, including

those that signal contrast, addition, and other logical

relationships (e.g., however, although, nevertheless, similarly,

moreover, in addition).

•

I can use fifth grade level vocabulary.

• I can use words and phrases that signal contrast and logical

relationships (e.g., however, although, nevertheless,

similarly, moreover, in addition).