€¦ · Web viewBenchmark Test, Test Power T365-368, Weekly Test T366-368, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the TE, Assessment App, Spelling T353,

GRADE5

2018 -2019 SCHOOL YEAR

The Grade 5 Scope and Sequence document provides an outline of the standards and a recommended teaching order. This document is broken down by quarters and includes three crucial learning criteria:

student standards that make up one or more learning unit(s)/part of instruction in the grading cycle

the suggested order for teaching the content and skills on a ten week cycle

the recommended number of lessons and amount of time for instruction

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GRADE 5• SCOPE & SEQUENCE GUIDE • INSTRUCTIONAL PACING GUIDE

Learning in Ohio Resources can be found at:http://education.ohio.gov/Topics/Learning-in-Ohio/

http://education.ohio.gov/Topics/Learning-in-Ohio/

GRADE 5 Page | 3

Language Arts SCOPE & SEQUENCE 1st Quarter

SUGGESTED PACING

Unit 130-40 DAYS

Lessons7-10 days

Reading Standards for LiteratureKey Ideas and DetailsRL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Analyze literary text development. a. 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. b. Summarize the text, incorporating a theme determined from details in the text.RL.5.3 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).Craft and StructureRL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language, such as metaphors, similes, and idioms.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.6 Describe how a narrator’s or speaker’s point of view and perspective influence how events are described.Integration of Knowledge and IdeasRL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, mood, or appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.Range of Reading and Level of Text ComplexityRL.5.10 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Reading Standards for Informational TextKey Ideas and DetailsRI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Analyze informational text development. a. Determine the main ideas of a text and explain how they are supported by key details. b. Provide a summary of the text that includes the main ideas and key details, as well as other important information.RI.5.3 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.Craft and StructureRI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.5 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.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.

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Integration of Knowledge and IdeasRI.5.7 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.RI.5.8 Explain how an author uses evidence to support particular points in a text, identifying which evidence supports corresponding points.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Range of Reading and Level of Text ComplexityRI.5.10 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.

Reading Standards for Foundational SkillsPhonics and Word RecognitionRF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words by using 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.FluencyRF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing StandardsText Types and PurposesW.5.1 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.W.5.2 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 to aid comprehension, if needed. 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.W.5.3 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.

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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.Production and Distribution of WritingW.5.4 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 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.5.6 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, while demonstrating sufficient command of keyboarding.Research to Build and Present KnowledgeW.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8 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.W.5.9 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]”).Range of WritingW.5.10 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.

Speaking and Listening StandardsComprehension and CollaborationSL.5.1 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and IdeasSL.5.4 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.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

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Language StandardsConventions of Standard EnglishL.5.2 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 work. e. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentence 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.Vocabulary Acquisition and UseL.5.4 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.L.5.5 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., synonym, antonyms, homographs) to better understand each of the words.L.5.6 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).

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Language Arts INSTRUCTIONAL ALIGNMENT 1st Quarter

DIGITAL / PRINT TEXTLesson 1

T 2-73

PERFORMANCE TASKS DIFFERENTIATION

Essential Question – How can an experiment clarify an idea? Target Skill – Story Structure Target Strategy – Summarize“A Package for Mrs. Jewls”“Questioning Gravity”Writing - Narrative Writing: Short Story

Focus Trait- IdeasGrammar- Complete SentencesSpelling- Short vowelsOptional Lesson: LLG pp 186-187

Write About Reading - Your Turn – T33Narrative Writing- Short Story – T52-55Cumulative Performance Assessment- Task 1 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Sports and Motion”“The Cafeteria Contest”“Serves Two Hundred”“Project Bug”“Dinner for Two Hundred”

Differentiate Comprehension T64-65Differentiate Vocabulary Strategy T70-71Options for Reteaching T72-73

Write in ReaderReader’s NotebookMy WriteSmartLiteracy CentersWriting – Common Core HandbookThinkcentral

Specialized Academic Vocabulary

TE 12-15

ASSESSMENTS Weekly Test T56-57, Performance Assessment, Cold Reads, Examview, Assessment AppSpelling T46-47, Narrative Writing T54-55, Grammar T50-51

NOTES:

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Language Arts INSTRUCTIONAL ALIGNMENT 1st QuarterDIGITAL / PRINT TEXT

Lesson 2T 75-154


Essential Question-How can art and performance help people understand a text? Target Skill – ThemeTarget Strategy - Question“A Royal Mystery”“The Princess and the Pea”Writing – Narrative Writing: Description

Focus Trait- VoiceGrammar – Kinds of SentencesSpelling – Short a and Long e

Optional Lesson: LLG pp 188-189

Write About Reading – T109Narrative Writing: Description – T134-137Cumulative Performance Assessment Task 2 of 5

Leveled Readers “Presenting the Play”“Ella’s Big Night”“City Cousin, Country Cousin”“Jack and the Mean Beans”“In the City, In the Country”

Differentiated Vocabulary Strategies T152-153Options for Reteaching T154-155Differentiate Comprehension T146-147



T 86--89

ASSESSMENTS Weekly Test T138-139, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T129, Narrative Writing T136-137, Grammar T132-133

NOTES:

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Lesson 3T 158-231


Leveled Readers“Running for President”“The Mighty, Mighty Daffodils”“The Presentation”“The Geography Bee”“A Better Plan”

Differentiated Vocabulary Strategies T228-229Differentiated Comprehension T222-223Options for Reteaching T230-231


Essential Question- Why is determination a good quality for a politician to have?Target Skill - Compare & ContrastTarget Strategy – Infer/Predict“Off and Running”“Vote for Me!”Writing Narrative Writing- Dialogue

Focus Trait: Word ChoiceGrammar – Compound SentencesSpelling – Long i and long o

Optional Lesson- LLG pp 190 -191

Writing About Reading – T191Narrative Writing- Dialogue 210-213Cumulative Performance Assessment- Task 3 of 5Research and Media Performance Task, pp. xxiv - xxv


T168-171


NOTES:

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Lesson 4T 234-305


Essential Question- How can being active in sports improve someone’s attitude? Target Skill - Sequence of EventsTarget Strategy – Monitor/Clarify“Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood”“Score!”Writing – Narrative Writing: Prewrite a Fictional Narrative

Focus Trait: IdeasGrammar – Common and Proper NounsSpelling – Vowel sounds /oo/, yoo/Optional Lesson- LLG pp 192 - 193

Writing About Reading – T265Narrative Writing: Fictional Narrative – T284-287Cumulative Performance Assessment : Task 4 of 5Research and Media Performance Task, pp. xxiv - xxv

Leveled Readers“Fun in Colonial Times”“Games We Play”“Patsy Mink”“Title IX”“Patsy Mink and Title IX”

Differentiated Comprehension T296-297Differentiated Vocabulary Strategies T302-303Options for Reteaching T304-305



T244-24


NOTES:

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Lesson 5T308-383

Essential Question – How can overcoming a challenge change someone’s life?Target Skill- ThemeTarget Strategy – Visualize“Elisa’s Diary”“Words Free as Confetti”Writing – Narrative Writing- Write a Fictional Narrative

Focus Trait- Voice Grammar – Singular and Plural NounsSpelling – Vowel Sounds/ou/, /o/, /oi/Optional Lesson- LLG pp 194 - 195

PERFORMANCE TASKS

Writing About Reading – T344Narrative Writing: Fictional Narrative- T360-361

Cumulative Performance Assessment - Task 5 of 5

Research and Media Performance Task- pp. xxiv - xxv

DIFFERENTIATION

Leveled Readers“Journals of the West”“Not Just Second Place”“Baseball Blues”“Far from Home” “Baseball Memories”

Differentiated Comprehension T374-375Differentiated Vocabulary Strategies T380*381Options for Reteaching T382-383



T 318-321

ASSESSMENTS Benchmark Test, Test Power T365-368, Weekly Test T366-368, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the TE, Assessment App, Spelling T353, Grammar T356-357, Writing T360-361

NOTES:

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Language Arts SCOPE & SEQUENCE 1st Quarter

SUGGESTED PACING

Unit 230-40 DAYS

Lessons 7-10 days


Reading Standards for Informational TextKey Ideas and DetailsRI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Analyze informational text development. a. Determine the main ideas of a text and explain how they are supported by key details. b. Provide a summary of the text that includes the main ideas and key details, as well as other important information.RI.5.3 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.Craft and StructureRI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.5 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.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.

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Integration of Knowledge and IdeasRI.5.7 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.RI.5.8 Explain how an author uses evidence to support particular points in a text, identifying which evidence supports corresponding points.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Range of Reading and Level of Text ComplexityRI.5.10 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.



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Speaking and Listening StandardsComprehension and CollaborationSL.5.1 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and IdeasSL.5.4 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.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.Language StandardsConventions of Standard English

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L.5.2 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 work. e. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentence 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.Vocabulary Acquisition and UseL.5.4 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.L.5.5 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., synonym, antonyms, homographs) to better understand each of the words.L.5.6 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).

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Lesson 6T1 – 79


Essential Question – Why is it important to research and protect endangered animals?Target Skill – Cause and EffectTarget Strategy – Question“Quest for the Tree Kangaroo ”“Why Koala Has No Tail ”Writing - Informative Writing: Procedural Composition

Focus Trait- OrganizationGrammar - VerbsSpelling - Vowel + /r/ SoundsOptional Lesson: LLG pp 196 – 197

Write About Reading – T 37Informative Writing: Procedural Composition- T 58 - 61Cumulative Performance Assessment- Task 1 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“The Lost World of Papua New Guinea ”“Kangaroos ”“On the Trail of Rain Forest Wildlife ”“Mad of Marsupials!”“ Animals in the Rain Forest”

Differentiated Comprehension T 70 - 71Differentiated Vocabulary Strategy T 76 - 77Options for Reteaching T 78 - 79



T12 - 15

ASSESSMENTS Weekly Test T 62 – 63, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 53, Informative Writing T 60 - 61, Grammar T56 - 57

NOTES:

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Lesson 7T 81 -153


Essential Question – How can dangerous situations bring people closer together?Target Skill – Understanding CharactersTarget Strategy – Visualize“Old Yeller ”“What Makes It Good?”Writing - Informative Writing: Compare-Contrast Essay

Focus Trait- Word ChoiceGrammar - Direct and Indirect ObjectsSpelling - More Vowels + /r/ SoundsOptional Lesson- LLG pp 198 - 199

Write About Reading – T 113Informative Writing: Compare-Contrast Essay T 132 - 135Cumulative Performance Assessment- Task 2 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Black Bears ”“Young Eagle and His Horse ”“On the Long Drive ”“Riding with the Camel Corps ”“The Long Cattle Drive ”

Differentiated Comprehension T 144 - 145Differentiated Vocabulary Strategy T 150 - 151Options for Reteaching T 152 – 153



T92 -95

ASSESSMENTS Weekly Test T 136 – 137, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 127, Informative Writing T 134 - 135, Grammar T 130 - 131

NOTES:

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Lesson 8T 155 – 229


Essential Question – What reasons do people have for protecting the environment?Target Skill – Author’s PurposeTarget Strategy – Analyze/Evaluate“Everglades Forever: Restoring America’s Great Wetland ”“National Parks of the West ”Writing - Informative Writing: Cause-and-Effect Essay

Focus Trait- IdeasGrammar - ConjunctionsSpelling - HomophonesOptional Lesson- LLG pp 200 – 201

Write About Reading – T 189Informative Writing: Cause-and-Effect Essay – T 208 - 211Cumulative Performance Assessment- Task 3 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Mangrove Swamp ”“Guardian of the Everglades ”“American’s Urban Parks ”“The Salton Sea ”“America’s City Parks ”




T166 - 169

ASSESSMENTS Weekly Test T 212 – 213, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 203, Informative Writing T 210 - 211, Grammar T206 - 207

NOTES:

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Language Arts INSTRUCTIONAL ALIGNMENT 2nd QuarterDIGITAL / PRINT TEXT

Lesson 9T231 – 303


Essential Question – How can an act of courage reveal a person’s true nature?Target Skill – Conclusions and GeneralizationsTarget Strategy – Infer/Predict“Storm Warriors ”“Pea Island’s Forgotten Heroes ”Writing - Informative Writing: Prewrite a Research Report

Focus Trait- IdeasGrammar - Complex SentencesSpelling- Compound WordsOptional Lesson- LLG pp 202 - 203

Write About Reading – T 263Informative Writing: Prewrite a Research Report – T 282 - 285Cumulative Performance Assessment- Task 4 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Saved from the Sea ”“Sugaring the Weather ”“The River Kept Rising ”“Night of the Killer Waves ”“The Rising River ”




T242 - 245

ASSESSMENTS Weekly Test T286 – 287, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 277, Informative Writing T 284 - 285, Grammar T 280 - 281

NOTES:

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Lesson 10T305 – 381


Essential Question – What can a scientist learn by observing the behaviors of a particular animal?Target Skill – Main Ideas and DetailsTarget Strategy – Monitor/Clarify“Cougars ”“Purr-fection ”Writing - Informative Writing- Write a Research Report

Focus Trait- Sentence FluencyGrammar - Direct Quotations and InterjectionsSpelling - Final Schwa + /r/ SoundsOptional Lesson- LLG pp 204 -205

Write About Reading – T 337Informative Writing: Research Report- T 356 - 359Cumulative Performance Assessment- Task 5 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Big Cats ”“Sharks ”“The Return of the Yellowstone Grizzly ”“Saving the Mexican Wolves ”“Grizzly Bears Return to Yellowstone ”

Differentiated Comprehension T 372 -373Differentiated Vocabulary Strategy T 378 - 379Options for Reteaching T380 – 381



T316 - 319

ASSESSMENTS Unit Test, Test Power T 363 – 366, Weekly Test T 360 – 361, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 351, Informative Writing T 358 - 359, Grammar T 354 - 355

After Unit 2

7 Days

Extended Reading: Hound Dog True – Lesson Plans T 384 - 398

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Language Arts SCOPE & SEQUENCE 2nd Quarter

SUGGESTED PACING

Unit 330-40 Days

Lessons 7-10 days


Reading Standards for Informational TextKey Ideas and DetailsRI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Analyze informational text development. a. Determine the main ideas of a text and explain how they are supported by key details. b. Provide a summary of the text that includes the main ideas and key details, as well as other important information.RI.5.3 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.Craft and StructureRI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.5 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.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they

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represent. Integration of Knowledge and IdeasRI.5.7 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.RI.5.8 Explain how an author uses evidence to support particular points in a text, identifying which evidence supports corresponding points.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Range of Reading and Level of Text ComplexityRI.5.10 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.


Writing StandardsText Types and PurposesW.5.1 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.W.5.2 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 to aid comprehension, if needed. 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.W.5.3 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

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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.Production and Distribution of WritingW.5.4 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 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.5.6 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, while demonstrating sufficient command of keyboarding.Research to Build and Present KnowledgeW.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8 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.W.5.9 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]”).Range of WritingW.5.10 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.

Speaking and Listening StandardsComprehension and CollaborationSL.5.1 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and IdeasSL.5.4 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.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.Language Standards

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Conventions of Standard EnglishL.5.2 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 work. e.. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentence 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.Vocabulary Acquisition and UseL.5.4 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.L.5.5 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., synonym, antonyms, homographs) to better understand each of the words.L.5.6 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).

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Lesson 11T 1 - 77


Essential Question – What can individuals do to help shape a new government?Target Skill – Cause and EffectTarget Strategy – Visualize“Dangerous Crossing ”“Revolutions and Rights ”Writing - Opinion Writing- Opinion Essay

Focus Trait- VoiceGrammar - Subject and Object PronounsSpelling - VCCV PatternOptional Lesson- LLG pp 206 - 207

Write About Reading – T 35Opinion Writing: Opinion Essay – T 56 - 59Cumulative Performance Assessment- Task 1 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Ben Franklin Goes to Paris ”“Fife and Drum Boys ”“A Night to Remember ”“An Artist for the Revolution ”“A Special Night ”




T 12 - 15

ASSESSMENTS Weekly Test T60 – 61, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 51, Opinion Writing T 58 - 59, Grammar T 54 - 55

NOTES:

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Lesson 12T79 – 157


Essential Question – How can people’s differences of opinion lead to a revolution?Target Skill – Fact and OpinionTarget Strategy – Question“Can’t You Make Them Behave, King George? ”“Tea Time ”Writing - Opinion Writing- Problem-and-Solution Composition

Focus Trait- OrganizationGrammar - Verb TensesSpelling - VCV PatternOptional Lesson- LLG pp 208 - 209

Write About Reading – T 111Opinion Writing-Problem-and-Solution Composition – T 136 - 139Cumulative Performance Assessment- Task 2 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Redcoats to America ”“A Song Heard ‘Round the World”“Pamphleteers of the Revolution ”“A Home at Mount Vernon ”“Printed Words of the Revolution ”

Differentiated Comprehension T 148 -149Differentiated Vocabulary Strategy T154 - 155Options for Reteaching T 156 – 157



T 90 - 93

ASSESSMENTS OPTIONS: Weekly Test T 140 – 141, Performance Assessment, Cold Reads, Examview, Assessment App,Spelling T 131, Opinion Writing T 138 - 139, Grammar T 134 - 135

NOTES:

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Lesson 13T159 – 231


Essential Question – How do individual acts of bravery shape history?Target Skill – Conclusions and GeneralizationsTarget Strategy – Analyze/Evaluate“They Called Her Molly Pitcher ”“A Spy for Freedom ”Writing - Opinion Writing: Persuasive Letter

Focus Trait- IdeasGrammar - Regular and Irregular VerbsSpelling - VCCCV PatternOptional Lesson- LLG pp 210 -211

Write About Reading – T 111Opinion Writing: Persuasive Letter - T 210 - 213Cumulative Performance Assessment- Task 3 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“The Battle of Monmouth ”“Emily Geiger’s Dangerous Mission ”“An Unsung American Hero ”“George Washington’s Invisible Enemy ”“Joseph Warren, An American Hero ”




T 170 - 173

ASSESSMENTS Weekly Test T 214 – 215, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 205, Opinion Writing T 212 - 213, Grammar T 208 - 209

NOTES:

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Lesson 14T 233 – 305


Essential Question – What events or feelings would lead someone to fight for freedom?Target Skill – Sequence of EventsTarget Strategy – Summarize“James Forten ”“Modern Minute Man ”Writing - Opinion Writing: Prewrite a Persuasive Essay

Focus Trait- OrganizationGrammar - Commas and SemicolonsSpelling - VV PatternOptional Lesson- LLG pp 212 - 213

Write About Reading – T 265Opinion Writing: Persuasive Essay – T 284 - 287Cumulative Performance Assessment- Task 4 of 5Research and Media Performance Task- pp. xxiv -xxv

Leveled Readers“Battles at Sea ”“The Oneidas ”“The Extraordinary Life of Thomas Peters ”“A Noble French Patriot ”“Thomas Peters, A Remarkable Man ”




T 244 – 247

ASSESSMENTS Weekly Test T 288 - 289 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 279, Opinion Writing T 286 - 287, Grammar T 282 - 283

NOTES:

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Lesson 15T 307 – 385


Essential Question – How are patriotism and courage related? Target Skill – Compare and Contrast ActionsTarget Strategy – Monitor/Clarify“We Were There, Too!”“Patriotic Poetry ”Writing - Opinion Writing: Write a Persuasive Essay

Focus Trait- Word ChoiceGrammar -TransitionsSpelling - Final Schwa + /l/ SoundsOptional Lesson- LLG pp 214 - 215

Write About Reading – T 341Opinion Writing: Persuasive Essay- T 360 – 363 Cumulative Performance Assessment- Task 5 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Paul Revere, Hero on Horseback ”“Benedict Arnold ”“Phillis Wheatley ”“Abigail Adams ”“The Life of Phillis Wheatley ”




T 318 -321

ASSESSMENTS Benchmark Test, Test Power T367 – 370, Weekly Test T 364 – 365, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 355, Opinion Writing T 362 - 363, Grammar T 358 - 359

NOTES:

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Language Arts SCOPE & SEQUENCE 3rd Quarter

SUGGESTED PACING

Unit 430-40 Days

Lessons 7-10 days



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Speaking and Listening StandardsComprehension and CollaborationSL.5.1 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and IdeasSL.5.4 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.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.Language Standards

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Conventions of Standard EnglishL.5.2 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 work. e. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentence 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.Vocabulary Acquisition and UseL.5.4 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.L.5.5 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., synonym, antonyms, homographs) to better understand each of the words.L.5.6 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).

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Language Arts INSTRUCTIONAL ALIGNMENT 3rd QuarterDIGITAL / PRINT TEXT

Lesson 16T 1 – 73


Essential Question – In what ways can illustrations enhance a reader’s experience?Target Skill – Author’s PurposeTarget Strategy – Monitor/Clarify“Lunch Money ”“Zap! Pow! A History of Comics ”Writing - Narrative Writing: Friendly Letter

Focus Trait- VoiceGrammar- AdjectivesSpelling - Words with –ed and -ingOptional Lesson- LLG pp 216 - 217

Write About Reading – T 33Narrative Writing: Friendly Letter – T 52 - 55Cumulative Performance Assessment- Task 1 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Job Sense ”“Dog Walker, Inc. ”“Incognito ”“The Three R’s ”“The Lost Comic Book ”




T 12 - 15

ASSESSMENTS Weekly Test T 56 – 57, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 47, Narrative Writing T 54 - 55, Grammar T 50 - 51

NOTES:

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Lesson 17T 75 – 151


Essential Question – What role does imagination play in the invention process?Target Skill – Story StructureTarget Strategy – Infer/Predict“LAFFF ”“From Dreams to Reality ”Writing - Narrative Writing: Character Description

Focus Trait- Word ChoiceGrammar - AdverbsSpelling - More Words with –ed or -ingOptional Lesson- LLG pp 218 - 219

Write About Reading – T 111Narrative Writing: Character Description – T 130 - 133Cumulative Performance Assessment- Task 2 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“That’s a Wacky Idea ”“Robot Rescue ”“The Watch Girl ”“Pancakes ”“Kendria’s Watch ”




T 86 - 89

ASSESSMENTS Weekly Test T 134 – 135, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 125, Narrative Writing T 132 - 133, Grammar T128 - 129

NOTES:

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Lesson 18T 153 – 223


Essential Question – What do facts and opinions contribute to a story?Target Skill – Fact and OpinionTarget Strategy – Analyze/Evaluate“The Dog Newspaper ”“Poetry About Poetry ”Writing- Narrative Writing- Autobiography

Focus Trait- VoiceGrammar - Prepositions and Prepositional PhrasesSpelling - Changing Final y to iOptional Lesson- LLG pp 220 - 221

Write About Reading – T 183Narrative Writing: Autobiography – T 202 - 205Cumulative Performance Assessment- Task 3 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“ Print It! ”“Maria Tallchief, American Ballerina”“B. B. King ”“Isabel Allende ”“The Life of B. B. King ”




T164 - 167

ASSESSMENTS Weekly Test T 206 – 207, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 197, Narrative Writing T 204 - 205, Grammar T 200 - 201

NOTES:

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Lesson 19T225 – 299


Essential Question – Why is it important to be aware of your community’s needs?Target Skill – Author’s PurposeTarget Strategy – Summarize“Darnell Rock Reporting ”“Volunteer!”Writing - Narrative Writing- Prewrite a Personal Narrative

Focus Trait- IdeasGrammar - More Kinds of PronounsSpelling - Suffixes –ful, -ly, -ness, -less, -mentOptional Lesson- LLG pp 222 - 223

Write About Reading – T 259Narrative Writing-Prewrite a Personal Narrative – T 278 - 281Cumulative Performance Assessment- Task 4 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“From Parking Lot to Garden ”“The Big Interview ”“Saving the General ”“Another Vies ”“The Old Tree ”

Differentiated Comprehension T 290 - 291Differentiated Vocabulary Strategy T 296 - 297Options for Reteaching T 298 -299



T 236 - 239

ASSESSMENTS Weekly Test T 282 - 283 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 273, Narrative Writing T 280 - 281, Grammar T 276 - 277

NOTES:

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Lesson 20T 301 – 381


Essential Question –What can a person learn by building a relationship with an animal? Target Skill – Story StructureTarget Strategy – Question“The Black Stallion”“Horse Power ”Writing - Narrative Writing: Write a Personal Narrative

Focus Trait- VoiceGrammar - Proper Mechanics and Writing TitlesSpelling - Words from Other LanguagesOptional Lesson- LLG pp 224 – 25

Write About Reading – T 337Narrative Writing: Write a Personal Narrative – T 356 - 359Cumulative Performance Assessment- Task 5 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Island Ponies ”“The Deer ”“Wilderness Rangers ”“Day of the Coyotes ”“Lost in a Canyon ”




T 312 - 315

ASSESSMENTS Unit Test, Test Power T 363 -366, Weekly Test T 360 – 391, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 351, Narrative Writing T 358 - 359, Grammar T354 - 355

After Unit 4

5 DaysExtended Reading: “About Time: A First Look at Time and Clocks” – Lesson Plans T 384–394

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Language Arts SCOPE & SEQUENCE 3rd Quarter

SUGGESTED PACING

Unit 530-40 Days

Lessons 7-10 days



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Speaking and Listening StandardsComprehension and CollaborationSL.5.1 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and IdeasSL.5.4 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.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

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Language StandardsConventions of Standard EnglishL.5.2 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 work. e. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentence 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.Vocabulary Acquisition and UseL.5.4 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.L.5.5 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., synonym, antonyms, homographs) to better understand each of the words.L.5.6 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).

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Lesson 21T1 – 79


Essential Question – What does it mean to have good instincts?Target Skill – Sequence of EventsTarget Strategy – Visualize“Tucket’s Travels ”“Wild Weather ”Writing - Opinion Writing- Editorial

Focus Trait- VoiceGrammar - The Verbs Be and HaveSpelling - Final /n/, or/en/, /cher/, /zher/Optional Lesson- LLG pp 226 - 227

Write About Reading– T 37Opinion Writing: Editorial – T 58 - 61Cumulative Performance Assessment- Task 1 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Four Stops on the Santa Fe Trail ”“Voyage to California”“Riding the Pony Express”“Decision at Fort Laramie”“Ned Rides for the Pony Express ”




T 12 - 15


NOTES:

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Lesson 22T 81 – 153


Essential Question – How can traditions influence a person’s thought and feelings?Target Skill – ThemeTarget Strategy – Infer/Predict“The Birchbark House ”“Four Seasons of Food”Writing - Opinion Writing: Response to Literature

Focus Trait-OrganizationGrammar - Perfect TensesSpelling - Final /ij/, iv/, /is/Optional Lesson- LLG pp 228 - 229

Write About Reading – T 113Opinion Writing: Response to Literature – T 132 - 135Cumulative Performance Assessment- Task 2 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Meet the Ojibwa”“City in the Cliffs”“Buffalo Hunt ”“Old Bark’s Cure ”“The Big Hunt ”




T92 - 95


NOTES:

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Language Arts INSTRUCTIONAL ALIGNMENT 4th QuarterDIGITAL / PRINT TEXT

Lesson 23T 155 – 227


Essential Question – What kinds of lessons were learned by people who lived in the old West?Target Skill – Text and Graphic FeaturesTarget Strategy – Summarize“Vasqueros: America’s First Cowboys ”“Rhyme on the Range”Writing - Opinion Writing- Persuasive Argument

Focus Trait- OrganizationGrammar - Easily Confused VerbsSpelling - Unstressed SyllablesOptional Lesson- LLG pp 230 – 231

Write About Reading – T 187Opinion Writing: Persuasive Argument – T 206 - 209Cumulative Performance Assessment- Task 3 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“In the Days of Missions and Ranchos”“Rodeo!”“The Goodnight-Loving Trail ”“How Barbed Wire Changed the West”“Blazing a Cattle Trail”




T 166 - 169


NOTES:

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Lesson 24T 229 – 301


Essential Question – Why would a pioneer traveler record events in a journal?Target Skill – Cause and EffectTarget Strategy – Analyze/Evaluate“Rachel’s Journal: The Story of a Pioneer Girl”“Westward to Freedom”Writing - Opinion Writing- Prewrite a Response Essay

Focus Trait- OrganizationGrammar - Making ComparisonsSpelling - Prefixes: in-, un-, dis-, mis-Optional Lesson- LLG pp 232 - 233

Write About Reading – T 261Opinion Writing: Response Essay- T 280 - 283Cumulative Performance Assessment- Task 4 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“Horses in North America”“Down the Columbia”“Gold for Chan Li”“Dear Cousin”“Chan Li’s Pot of Gold”




T240 -243


NOTES:

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Lesson 25T 303 – 379


Essential Question – How did explorers help America become the country it is today?Target Skill – Main Ideas and DetailsTarget Strategy – Monitor/Clarify“Lewis and Clark”“A Surprise Reunion”Writing - Opinion Writing- Write a Response Essay

Focus Trait- Word ChoiceGrammar - ContractionsSpelling - Suffix: -ionOptional Lesson- LLG pp 234 - 235

Write About Reading – T 335Opinion Writing: Response Essay – T 354 - .57Cumulative Performance Assessment- Task 5 of 5Research and Media Performance Task- pp. xxiv - xxv

Leveled Readers“River Travel”“The Corps of Discovery”“History of Fur Trade”“Friends Along the Way”“The American Fur Trade ”




T 314 - 317

ASSESSMENTS Benchmark Test, Test Power T 361 – 364, Weekly Test T 358 – 359, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 349, Opinion Writing T 356 - 357, Grammar T 352 - 353

NOTES:

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Language Arts SCOPE & SEQUENCE 4th Quarter

SUGGESTED PACING

Unit 6Optional

(A review of Units 1-5)

Lessons 7-10 days



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Speaking and Listening StandardsComprehension and CollaborationSL.5.1 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.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and IdeasSL.5.4 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.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Language Standards

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Conventions of Standard EnglishL.5.2 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 work. e. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentence 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.Vocabulary Acquisition and UseL.5.4 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.L.5.5 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., synonym, antonyms, homographs) to better understand each of the words.L.5.6 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).

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Lesson 26T 1 – 48


Essential Question – What can people learn by reading about how different animals adapt and survive?Target Skill – Text and Graphic FeaturesTarget Strategy – Visualize“Animals on the Move”“Skywoman’s Rescue”“The Whale,” “Wild GeeseWriting - Informative Writing- Definition Paragraph

Focus Trait- Word ChoiceGrammar - Possessive Nouns Spelling - Word Parts com-, con-, pre-, pro-Optional Lesson- LLG pp 236 - 237

Your Turn: Writing – T 31Informative Writing: Definition Paragraph – T 42 - 45Cumulative Performance Assessment- Task 1 of 5Research and Media Performance Task- pp. xxviii – xxix

Leveled Readers (Will be continued in following lessons) Accessible “Skunk Scout” Chapters 1 -3, T 238 – 251Complex “Frindle ” Chapters 1 -3, T 294 -307 More Complex“Mysteries of the Mummy Kids ” Read pp. 4 – 15, T 350 – 363

Vocabulary Strategies T 32 – 33



T 10 – 12

ASSESSMENTS Weekly Test T 94 – 95, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 87, Informative Writing T 92 – 93, Grammar T 89

NOTES:

GRADE 5 Page | 53


Lesson 27T 49 – 96


Essential Question – What lessons can we learn from other cultures? Target Skill – ThemeTarget Strategy – Analyze/Evaluate“Mysteries at Cliff Palace”“Cave of the Crystals”“Places and Names, A Traveler’s Guide, “ “Los libros/Books”Writing - Informative Writing- Journal Entry

Focus Trait- VoiceGrammar - AbbreviationsSpelling - Suffixes –ant, -ent, -able, -ible, -ism, -istOptional Lesson- LLG pp 238 - 239

Your Turn: Writing – T 79Informative Writing: Journal Entry – T 90 - 93Cumulative Performance Assessment- Task 2 of 5Research and Media Performance Task- pp. xxviii - xxix

Leveled Readers (Will be continued in following lessons) Accessible “Skunk Scout” Chapters 4 - 6, T 252 - 261Complex “Frindle ” Chapters 4 - 6, T 308 - 317 More Complex“Mysteries of the Mummy Kids ” Read pp. 16 - 27, T 364 - 373




T 58 - 60

ASSESSMENTS Weekly Test T 94 – 95, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 87, Informative Writing T 92 - 93, Grammar T 89

NOTES:

GRADE 5 Page | 54


Lesson 28T 97 – 142


Essential Question – How does the study of fossils relate to our everyday lives?Target Skill – Fact and OpinionTarget Strategy – “Fossils: A Peek Into the Past ”“Trapped in Tar!”“ Journey of the Woolly Mammoth,” “ Fossils”Writing - Informative Writing- Summary

Focus Trait- IdeasGrammar- Commas in SentencesSpelling- Greek Word PartsOptional Lesson- LLG pp 240 - 241

Your Turn: Writing – T 125Informative Writing: Summary – T 136 - 139Cumulative Performance Assessment- Task 3 of 5Research and Media Performance Task- pp. xxviii - xxix

Leveled Readers ( Will be continued in following lessons) Accessible “Skunk Scout” Chapters 7 - 10, T 262 - 271Complex “Frindle ” Chapters 7 - 9, T 318 - 327 More Complex“Mysteries of the Mummy Kids ” Read pp. 28 - 41, T 374 -383




T106 - 108


NOTES:

GRADE 5 Page | 55


Lesson 29T 143 – 188


Essential Question – Why are people fascinated by nature?Target Skill – Conclusions and GeneralizationsTarget Strategy – Infer/Predict“The Case of the Missing Deer ”“Fossil Fish Found!”“Encounter,” “ Deep in the Forest”Writing - Informative Writing- Informational EssayFocus Trait- OrganizationGrammar- More CommasSpelling- Latin Word PartsOptional Lesson- LLG pp 242 - 243

Your Turn: Writing – T 171Informative Writing: Informational Essay – T 182 - 185Cumulative Performance Assessment- Task 4 of 5Research and Media Performance Task- pp. xxviii – xxix

Leveled Readers ( Will be continued in following lessons) Accessible “Skunk Scout” Chapters 11 – 13, T 272 – 281Complex “Frindle ” Chapters 10 – 12, T 328 – 337 More Complex“Mysteries of the Mummy Kids ” Read pp. 42 – 53, T 384 – 393




T152 -154

ASSESSMENTS Weekly Test T 186 – 187, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 179, Informative Writing T 184 – 185, Grammar T 181

NOTES:

GRADE 5 Page | 56


Lesson 30T 189 – 236


Essential Question – What traits help make a person good at solving problems?Target Skill – Main Ideas and DetailsTarget Strategy – Summarize“Get Lost! The Puzzle of the Mazes”“Journey to Cuzco”“ The Best Paths,” “Compass”Writing - Informative Writing- Informational Essay

Focus Trait- IdeasGrammar- Other PunctuationSpelling- Words from Other LanguagesOptional Lesson- LLG pp 244 - 245

Your Turn: Writing – T 219Informative Writing: Informational Essay – T 230 - 233Cumulative Performance Assessment- Task 5 of 5Research and Media Performance Task- pp. xxviii - xxix

Leveled Readers Accessible “Skunk Scout” Chapters 14 - 16, T 282 - 291Complex “Frindle ” Chapters 13 - 15, T 338 - 347 More Complex“Mysteries of the Mummy Kids ” Read pp. 54 – 64, T 394 -403




T 198 - 200


NOTES:

€¦ · Web viewBenchmark Test, Test Power T365-368, Weekly Test T366-368, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the TE, Assessment App, Spelling T353,

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