English Language Arts Scope and Sequence: 5th Grade July, 2017 Lake County School’s Scope and Sequence: Provides a frame for the common ELA learning experiences for all students at each grade level across the district Provides a starting point for collaborative lesson planning built and aligned to grade level standards Outlines expectations in reading, writing, speaking, listening, and language by grade level to prepare all students for college and career The ELA curriculum for Grade 5 consists of 9 units of study in which standards are clustered and students are engaged through reading, speaking, listening, language and writing standards. As students are engaged through the units of study they will: Read and comprehend literature and informational text building in complexity. (R.10) Write routinely over varied time frames (in all subjects) for multiple purposes, tasks and audiences. (W.10) Engage in a range of collaborative discussions on various topics and texts to share knowledge and experiences, building upon one another’s ideas, and referring to the text for support. (SL.1) Demonstrate command of the conventions of Standard English including grammar, usage, and mechanics while learning ways to use language to convey meaning effectively. (L.1-L.3) Determine/clarify meaning of grade-appropriate words encountered through listening, reading, and use (L.4-L.6)
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English Language Arts Scope and Sequence: 5th Grade
July, 2017
Lake County School’s Scope and Sequence:
Provides a frame for the common ELA learning experiences for all students at each grade level across the district
Provides a starting point for collaborative lesson planning built and aligned to grade level standards
Outlines expectations in reading, writing, speaking, listening, and language by grade level to prepare all students for college and career
The ELA curriculum for Grade 5 consists of 9 units of study in which standards are clustered and students are engaged
through reading, speaking, listening, language and writing standards.
As students are engaged through the units of study they will:
Read and comprehend literature and informational text building in complexity. (R.10)
Write routinely over varied time frames (in all subjects) for multiple purposes, tasks and audiences. (W.10)
Engage in a range of collaborative discussions on various topics and texts to share knowledge and experiences, building upon one another’s ideas, and referring to the text for support. (SL.1)
Demonstrate command of the conventions of Standard English including grammar, usage, and mechanics while learning ways to use language to convey meaning effectively. (L.1-L.3)
Determine/clarify meaning of grade-appropriate words encountered through listening, reading, and use (L.4-L.6)
English Language Arts Scope and Sequence: 5th Grade
July, 2017
Frequently Asked Questions
Why doesn’t the scope and sequence follow the adopted textbook?
Teams began the curriculum writing process by analyzing the depth of the grade level standards and outcomes. Once a full understanding of the standard was established,
the questions and tasks from the textbook were reviewed and although some tasks met the cognitive demand of the standard, others did not. Other inconsistencies
were also identified and if used as is, could lead to gaps in learning that are essential for grade level proficiency. Therefore, utilizing a variety of sources, including
deconstructed standards, aligned sample tasks, and information from assessment consortiums, a scope and sequence was developed that focused on student outcomes
and appropriate depth of knowledge to ensure standards-based instruction.
Why aren’t the recursive standards built into each individual blueprint unit?
Recursive Standards are those standards that we teach throughout the entire school year. They must be embedded in your instruction as applicable in your daily, routine
best practices. They should be modeled continuously, across content, for students to observe, practice, and demonstrate the skills within each standard.
How were the texts selected?
Looking at the demands of the standard and the text types required (dramas, expository texts, fables) teams made careful selections for each grade level. Teams closely
analyzed texts to ensure the essential learnings determined by the standard were evident. For example, if the standard required students to compare and contrast a
first-hand account and second-hand account of the same event, then teams selected appropriate text(s) that would allow students to do so. To ensure accessibility, texts
from the adopted textbook were utilized in most units. However, if required by the standard, teams included additional text and resources from other accessible
platforms, such as Ebsco, Safari Montage, and NewsELA in order to ensure the full range of text required by the standards were represented.
Why did the Scope and Sequence change this year?
The Language Arts Florida Standards call for a more integrated approach to the study of literary and informational texts. The scope and sequence changed in order to
ensure students have regular practice using paired texts and applying certain standards to multiple genres within a unit of study. The new scope and sequence scaffolds
exposure to complex texts throughout the year, beginning at the low end of the grade level range and working up the ladder. By using the College and Career Ready text
measures separated out by quarters, we scaffold our students’ abilities towards gradually increasing cognitively complex texts and tasks.
English Language Arts Scope and Sequence: 5th Grade
July, 2017
The following flow map provides the sequence for using the curriculum documents as you plan for aligned instruction.
English Language Arts Scope and Sequence: 5th Grade
July, 2017
*The amount of time provided for each unit is a recommendation, and may be adjusted by grade-level PLC’s based on student achievement data.
Timeline Quarter 1 Quarter 2 Quarter 3 Quarter 4
District Blueprint Unit Links
Unit 1 (20 days)
Unit 2 (20 days)
Unit 3 (20 days)
Unit 4 (20 days)
Unit 5 (15 days)
Unit 6 (15 days)
Unit 7 (15 days)
Unit 8 (20 days)
Unit 9 (20 days)
End of Unit Products
Narrative
Piece
Informative Piece
Explanatory Piece
Opinion
Piece
Informative
Piece
Opinion Piece
Informative Speech
Research Report
Technology Presentation
Focus K12
Standards
R: 1.3, 2.5 W: 1.3
R: 1.3, 2.6 W: 1.2
R: 1.2, 2.6, 3.8 W: 1.2
R: 1.2, 2.6, 3.8 W: 1.1
R: 1.2, 2.5 W: 1.2
R: 2.5, 3.8 W: 1.1
R: 2.6, 3.9 W: 3.9
R: 1.3, 3.8, 3.9 W: 3.7, 3.8, 1.2
R: 1.2, 3.8, 3.9 W: 3.7, 3.8, 1.1
Speaking & Listening
2.4
2.4
1.3
1.3 1.3
2.4
1.3
2.5
2.5
Language 1.1 1.1, 1.2 1.1, 1.2 2.3 3.5, 2.3 2.3 3.5 3.5 3.5
Recursive Standards
RF: 3.3, 4.4 SL: 1.1, 1.2, 2.6 R: 1.1, 2.4, 4.10, 3.7 W: 2.4, 2.5, 2.6, 3.9, 4.10 L: 3.4, 3.6
ELL.LA.1, ELL.SI.1
Reading Focus at a
Glance
Compare and contrast relationships & interactions and explain text structure
Compare and contrast relationships & interactions and analyze point of view
Determine theme and main ideas, analyze point of view, and explain an author’s use of reasons and evidence
Determine theme and main ideas, analyze point of view, and explain how an author uses reasons and evidence
Determine theme, explain structure, and compare & contrast multiple texts on their approach to a similar topic (POETRY)
Explain structure and explain how an author uses reasons and evidence
Analyze point of view, and compare & contrast multiple texts on their approach to a similar topic
Compare & contrast relationships & interactions, multiple texts on their approach to a similar topic, and explain how an author uses reasons and evidence
Determine theme and main ideas, explain how an author uses reasons and evidence, and compare & contrast multiple texts on their approach to a similar topic
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