Fifth Grade “I Can” Statements

Quarter 3

LANGUAGE ARTS

I can use context clues to identify connotation and denotation and define the meaning of new and unknown words. This means…

I can use the surrounding words and sentences to understand the meaning of the word.

I can use the author’s use of definition, restatement, and example to define the meaning of unknown words. This means…

I can use the surrounding words and sentences to understand what the word means.

I can apply the knowledge of prefixes, suffixes and other roots and their various inflections to analyze the     

meanings of the word.  This means…

I understand how prefixes and suffixes can make a word have meaning.

I can explain the elements of a story. This means…

I understand the character’s thoughts, words, and actions, the importance of setting, and the main incidents of the   plot’s sequence influence future events.

I can identify and explain how the speaker’s point of view affects the text. This means…

I understand how the speaker’s actions and opinions shape the text.

I can summarize stated and implied themes. This means…

I understand the author’s attempt to get their message across to the reader;  hidden or directly expressed.

I can use graphics to analyze information. This means…

I understand how to use maps, charts, tables, graphs and diagrams to evaluate given information. 

I can identify, distinguish between and explain examples of cause and effect in text. This means…

I understand a cause makes something happen and an effect is what happens.  I look for clue words that signal a cause:  because of, due to, since, as a result of.

I can identify and understand an author’s purpose for writing. This means…

I understand how to the reason an author writes a passage- to explain, to entertain, or to inform.

I can summarize the main ideas and supporting details of a passage. This means…

I understand how to identify the main idea of the text and defend my main idea with details from the passage.

I can use graphic organizers to interpret textual information. This means…

I understand how to read and explain given information in a organizer.

I can answer literal, inferential and evaluative questions to demonstrate comprehension texts. This means…   

I understand how to independently answer questions.

I can monitor my own comprehension by adjusting speed or skimming, reading on, or summarizing what has been read so far in the text.  This means…

I understand how to check my own reading progress.

I can summarize all the main ideas and supporting details in any given text. This means…

I can include who, what, where, when, why, & how in a summary to cover important information from a given text.

MATH 

I can use order of operation, including use of parentheses, to simplify numerical expression. This means…

I know the saying, “Please excuse my dear Aunt Sally.”  The P means parentheses, E means exponents,  M means multiply, D means divide, A means addition and S means subtract.

I can represent and compare numbers less than 0 by extending the number line. This means …

I understand that there are numbers to the left of 0 on a number line. (-5, -4, -3. -2, -1, 0, 1)

I can use various forms of “one” to demonstrate the equivalence of fractions. This means…   

I know when the numerator and denominator are the same (ex. 3/3 = 1, 6/6 =1, 138/138 = 1) the result is 1.

I can identify and generate equivalent forms of fractions, decimals and percents. This means…

I know that if I multiply the numerator and denominator by the same number, I create an equivalent fraction.  Also, if I divide the numerator by the denominator I get an equivalent decimal and if I move the decimal point 2 places to the right or multiply by 100 I get an equivalent percent.

I can justify why fractions need common denominators to be added or subtracted. This mean…

I understand that I can only add or subtract “apples to apples” not “apples to oranges”.   I know how to find an equivalent fraction to help me get “apples to apples”.

I can estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies.  This means…

I know how to round a number to a certain place value.  Also, I can place a fraction on a number line and round it to the nearest half. 

I can extend my understanding of a coordinate system to include points whose x and y values may be negative numbers. This means…

I know that the numbers in an ordered pair are listed as x and y (x,y).  These numbers can also be negative (-2,-5).  I find the x axis and locate -2 and then I find the y axis and locate -5. 

I can use strategies to develop a formula for determining the perimeter of a figure. This means…

I know the perimeter is the outside of the figure and that I add up all the sides (p=s+s+s+s). 

I can use strategies to develop a formula for determining the area of a rectangle and parallelograms. This means…

I know the area is the inside of the figure and is always squared.  The formula is A=b x h or A=l x w.

I can use strategies to develop a formula for determining the area of a triangle. This means…

I know the area is the inside of the triangle and is always squared.  The formula is A=1/2 ( b x h ).  The area is half because a triangle is half a rectangle.

I can use strategies to develop a formula for determining the volume of a rectangular prism. This means…

I know that volume is the amount of space inside the rectangular prism.  The formula is v= l x w x h. 

SCIENCE

I can define temperature as the measure of thermal energy. This means...

that heat works as energy and is called thermal energy.

I can describe the way thermal energy is measured. This means...

I understand that thermal energy is the heat I feel from an object as a result of fast-moving particles.

I can trace how thermal energy can transfer from one object to another by conduction. This means...

I understand the path thermal energy travels.

I can describe that electrical currents in a circuit can produce thermal energy, light, sound, and/or

magnetic forces. This means....

I know how a circuit works and what it produces.

I can explore and summarize observations of the transmission, bending, and reflection of light. This means...

I will be able to describe the differences of each action of light.

I can describe and summarize observations of the transmission, reflection, and adsorption of sound. This means...

I will be able to describe the differences of each action of sound.

I can describe that changing the rate of vibration can vary the pitch of a sound. This means...

I know what a vibration is and how it affects the pitch of a sound.