Scope and Sequence READING AND WRITING
GRADE 5
Scope and Sequence Grade 5 • Reading
Week Day
Lesson
Skills
Whole-Group Instruction Unit: It Takes a Leader Read-Aloud: March On! The Day My Brother Changed the World Memoir Small-Group Instruction Introduce Book Club Choices With Booktalks
• Analyze poetic language and imagery • Analyze style/language and first-person point of view
1
• Learn about book club choices
Writing Introduce Opinion Writing Student Samples
• Understand purpose of opinion writing
Whole-Group Instruction Unit: It Takes a Leader Read-Aloud: Planting the Trees of Kenya Biography
• Analyze lyrical prose • Evaluate how illustrations contribute to the narrative • Analyze tone and narrative
2
Small-Group Instruction Read The Great Serum Race (Informational Text)
• Multiple-meaning words
Writing Opinion Writing
• Share ideas about opinion writing
Whole-Group Instruction Unit: It Takes a Leader Read-Aloud: Kubla Khan: The Emperor of Everything Biography
• Analyze sequence of events • Analyze setting • Analyze author’s and illustrator’s notes and organization • Expand oral language: Discuss the physical characteristics of sled dogs that enable them to do their jobs • Discuss how their owners take care of them
3
Small-Group Instruction Read The Great Serum Race (Informational Text)
Writing Write About The Great Serum Race Write and Respond (Opinion Writing)
• Write about the most amazing traits or actions of the dogs
Whole-Group Instruction Unit: It Takes a Leader Read-Aloud: Now & Ben Biography
• Compare and contrast • Analyze illustrations • Analyze organization and humor
4
Small-Group Instruction Read The Tale of Despereaux (Fantasy) Writing Write About Now & Ben Write and Respond (Opinion Writing)
• Draw conclusions
• Create an outline and write an essay about a few of Benjamin Franklin’s inventions or accomplishments
1
Grade 5 • Reading
Scope and Sequence Grade 5 • Reading
Week Day
Lesson
Skills
Whole-Group Instruction Unit: It Takes a Leader Read-Aloud: So You Want to Be President? Biography Small-Group Instruction Read The Tale of Despereaux (Fantasy) Writing Write About The Tale of Despereaux (Opinion Writing) Whole-Group Instruction Unit: It Takes a Leader Introduce All the Unit Projects Small-Group Instruction Read Detector Dog (Informational Text) Writing Write About Detector Dog Write a Letter to the Editor (Opinion Writing)
• Analyze style and use of humor • Analyze author’s purpose and end matter
• Expand oral language: Discuss how light and dark is used to suggest love and goodness and fear and despair in this book, and in other stories
1
• Compare opinions about the two main characters
• Learn about unit projects
2
• Determine main ideas and key details
• Write a letter to the editor
Whole-Group Instruction Unit: It Takes a Leader Meet With Book Clubs 1 & 2
• Discuss thematic elements in book club books
Small-Group Instruction Read Detector Dog (Informational Text)
• Expand oral language: Discuss dogs the students found particularly interesting
3
Writing Write About Detector Dog (Opinion Writing) Whole-Group Instruction Unit: It Takes a Leader Meet With Book Clubs 3 & 4 Small-Group Instruction Booktalks
• Write a paragraph with an opinion about detector dogs’ retirements
• Discuss thematic elements in book club books
4
• Present a booktalk
Writing Unit Wrap-Up: Write About One Leader (Opinion Writing)
• Write an opinion about the leader the student most admires
2
Grade 5 • Reading
Scope and Sequence Grade 5 • Reading
Week Day
Lesson
Skills
Whole-Group Instruction Unit: Under the Surface Read-Aloud: X-Treme X-Ray Informational Text
• Analyze text features including photographs and text boxes • Analyze author’s purpose and mood
1
Small-Group Instruction Introduce Book Club Choices With Booktalks
• Learn about book club choices
Writing Introduce Narrative Writing Student Samples Whole-Group Instruction Unit: Under the Surface Read-Aloud: Charles Drew Biography
• Understand purpose of narrative writing
• Analyze sequence of events • Analyze author’s purpose • Analyze historical photos and contemporary illustrations
2
Small-Group Instruction Read Charlie Bone and the Invisible Boy (Fantasy)
• Understanding text structure
Writing Narrative Writing
• Review narrative writing
Whole-Group Instruction Unit: Under the Surface Read-Aloud: Bones: Our Skeletal System Informational Text
• Analyze features of informational text • Analyze descriptive language and genre
3
Small-Group Instruction Read Charlie Bone and the Invisible Boy (Fantasy) Writing Write About Charlie Bone and the Invisible Boy Extending Meaning Through Writing (Narrative Writing) Whole-Group Instruction Unit: Under the Surface Read-Aloud: The Brain: Our Nervous System Informational Text Small-Group Instruction Read Lewis Carroll’s Alice in Wonderland (Fantasy)
• Expand oral language: Discuss the interactions among characters
• Write a short story from Ollie’s point of view
• Analyze features of informational text • Analyze style • Analyze genre and evidence
4
• Understand dramatic elements
Writing Write About The Brain: Our Nervous System (Narrative Writing)
• Write a travel diary of a walk-through of the brain, using the glossary as a guide
3
Grade 5 • Reading
Scope and Sequence Grade 5 • Reading
Week Day
Lesson
Skills
Whole-Group Instruction Unit: Under the Surface Read-Aloud: You Wouldn’t Want to Be an
• Analyze style and illustrations • Analyze use of humor • Analyze tone and organization
Egyptian Mummy! Informational Text
1
Small-Group Instruction Read Lewis Carroll’s Alice in Wonderland (Fantasy) Writing Write About Lewis Carroll’s Alice in Wonderland Extending Meaning Through Writing (Narrative Writing)
• Expand oral language: Discuss the cat’s advice to Alice—to think for herself
• Write an extension to the play in which Alice returns home
Whole-Group Instruction Unit: Under the Surface Introduce All the Unit Projects Small-Group Instruction Read The Great Cow Race (Fantasy)
• Learn about unit projects
2
• Draw conclusions
Writing Write About The Great Cow Race Extending Meaning Through Writing (Narrative Writing)
• Select a section of the book and rewrite it as a narrative
Whole-Group Instruction Unit: Under the Surface Meet With Book Clubs 1 & 2
• Discuss thematic elements in book club books
Small-Group Instruction Read The Great Cow Race (Fantasy) Writing Write About The Great Cow Race (Narrative Writing)
• Expand oral language: Discuss rumors—how they start and what impact they can have
3
• Write a short story in graphic novel format
Whole-Group Instruction Unit: Under the Surface Meet With Book Clubs 3 & 4 Small-Group Instruction Booktalks
• Discuss thematic elements in book club books
4
• Present a booktalk
Writing Unit Wrap-Up: True Stories Extending Meaning Through Writing (Narrative)
• Write a narrative about a topic in science
4
Grade 5 • Reading
Scope and Sequence Grade 5 • Reading
Week Day
Lesson
Skills
Whole-Group Instruction Unit: Dealing With Change Read-Aloud: Dreaming of America: An Ellis Island Story Historical Fiction
• Evaluate use of dialogue and culturally specific expressions • Analyze genre and author’s purpose
1
Small-Group Instruction Introduce Book Club Choices With Booktalks Writing Introduce Informative/Explanatory Writing Student Samples
• Learn about book club choices
• Understand purpose of informative/explanatory writing
Whole-Group Instruction Unit: Dealing With Change Read-Aloud: Zen Shorts Fantasy
• Analyze use of dialogue in the main story • Analyze descriptive language in traditonal tales • Analyze theme and mood
2
Small-Group Instruction Read Looking at Lincoln (Biography) Writing Review informative/explanatory writing Whole-Group Instruction Unit: Dealing With Change Read-Aloud: Grandma’s Records Memoir Small-Group Instruction Read Looking at Lincoln (Biography)
• Context clues
• Share ideas about informative/explanatory writing
• Evaluate impact of first-person narration • Analyze genre and author’s purpose
3
• Expand oral language: Discuss leaders and leadership
Writing Write About Looking at Lincoln Write a Newspaper Article (Informative/Explanatory )
• Write a newspaper article
Whole-Group Instruction Unit: Dealing With Change Read-Aloud: Scaredy Squirrel Fantasy Small-Group Instruction Read Chasing Vermeer (Mystery) Writing Write About Chasing Vermeer Extending Meaning Through Writing
• Analyze theme • Analyze humor • Analyze features of informational text
4
• Understanding plot
• Select a section of the book and then write a letter from Ms. Hussey to her students, retelling the episode from her point of view
5
Grade 5 • Reading
Scope and Sequence Grade 5 • Reading
Week Day
Lesson
Skills
Whole-Group Instruction Unit: Dealing With Change Read-Aloud: Crow Call Memoir
• Evaluate use of imagery and poetic language to create mood • Analyze illustrations and genre
1
Small-Group Instruction Read Chasing Vermeer (Mystery) Writing Write About Crow Call (Informative/Explanatory Writing) Whole-Group Instruction Unit: Dealing With Change Introduce All the Unit Projects Small-Group Instruction Read Drawing From Memory (Memoir) Writing Write About Drawing From Memory Write About Inspiration (Informative/Explanatory Writing)
• Expand oral language: Discuss the coincidences in the book and in students’ lives
• Describe the book with statements of fact only
• Learn about unit projects
• Develop fluency
2
• Write an addition to the story
Whole-Group Instruction Unit: Dealing With Change Meet With Book Clubs 1 & 2
• Discuss thematic elements in book club books
Small-Group Instruction Read Drawing From Memory (Memoir) Writing Write About Drawing From Memory (Informative/Explanatory Writing)
3
• Expand oral language: Discuss talents
• Summarize the sequence of events in Allan Say’s artistic development
Whole-Group Instruction Unit: Dealing With Change Meet With Book Clubs 3 & 4 Small-Group Instruction Booktalks
• Discuss thematic elements in book club books
4
• Present a booktalk
Writing Unit Wrap-Up : Write About Personal Response to Change (Informative/Explanatory Writing)
• Write about important changes that can take place in a person’s life
6
Grade 5 • Reading
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