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Midland ISD ELAR Scope and Sequence Grade 5
Unit 1-Genre Study Begins with Fiction 29 Days Unit Dates: 8/27/12 – 10/5/12 Unit Assessment: 10/1/12-10/5/12
R=Readiness Standard S=Supporting Standard Revised 5/1/12
Revised 7/24/12
Whole Group Reading
Day 1 Day 2 Day 3 Day 4
Wh
ole
Gro
up
Read
ing
Gen
re Fiction Fiction Fiction Fiction
Fo
cu
s
Students establish purposes for reading and recommend favorite books to read. Make inferences about text and use
textual evidence to support
understanding (Fig19D) R&S
Establish purposes for reading selected
texts based upon own or others desired
outcome (Fig 19A)
Students monitor comprehension and use strategies to help with comprehension as needed. Students also discuss favorite books with other students.
Read aloud grade-level texts with fluency(5.1A)
Use context to determine or clarify the meaning of unfamiliar words or multiple meaning words (5.2B) R
Establish purposes for reading selected texts based upon own or others desired outcome (Fig 19A)
Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, reading a portion aloud, generating questions) (Fig 19C)
Students ask questions before, during, and after reading in order to maintain comprehension. Monitor and adjust comprehension (e.g.
using background knowledge, creating sensory images, reading a portion aloud, generating questions) (Fig 19C)
Ask literal, interpretive, evaluative, and universal questions of text (Fig 19B)
Students identify figurative language, sensory details, and imagery in text and explain how the language used impacts them as readers while evaluating its effectiveness. Read aloud grade-level texts with
fluency(5.1A)
Establish purposes for reading selected texts based upon own or others desired outcome (Fig 19A)
Monitor and adjust comprehension (e.g.
using background knowledge, creating
sensory images, reading a portion aloud,
generating questions) (Fig 19C)
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A) R
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (5.18C)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: Select a grade-appropriate fictional short story or excerpt from a novel for modeling. Please see the last page of this document for resources.
Note: Select a grade-appropriate fictional short story or excerpt from a novel. Please see the last page of this document for resources.
Note: Select a short excerpt from a fictional novel illustrating figurative language. Please see the last page of this document for resources.
Unit 1, Exemplar Lesson 1 Shared Reading, Day 1 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 1 Shared Reading, Day 2 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 1 Shared Reading, Day 3 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 1 Shared Reading, Day 4 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
2 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 1 Day 2 Day 3 Day 4
Wo
rd S
tud
y
Fo
cu
s
While developing a word collection routine, students use context clues to determine the meaning of unknown words and check the meaning using a dictionary if necessary.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Use context to determine or clarify
the meaning of unfamiliar or
multiple meaning words (5.2B) R
While developing a word collection routine, students use context clues to determine the meaning of unknown words and check the meaning using a dictionary if necessary.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Use context to determine or clarify the
meaning of unfamiliar or multiple
meaning words (5.2B) R
While developing a word collection routine, students use context clues to determine the meaning of unknown words and check the meaning using a dictionary if necessary.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R Use context to determine or clarify the
meaning of unfamiliar or multiple
meaning words (5.2B) R
While developing a word collection routine, students use context clues to determine the meaning of unknown words and check the meaning using a dictionary if necessary.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Use context to determine or clarify the
meaning of unfamiliar or multiple
meaning words (5.2B) R
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
es
C
SC
OP
E Unit 1, Exemplar Lesson 1
Word Study, Day 1 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 1 Word Study, Day 3 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 1 Word Study, Day 4 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
3 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 1 Day 2 Day 3 Day 4
Wri
tin
g
Fo
cu
s
Students use strategies to generate ideas for writing
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea (5.15A)
Students use strategies to generate ideas for writing Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Students use strategies to generate ideas for writing Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write a personal narrative that conveys
thoughts and feelings about an experience
(5.17A)
Students use strategies to generate ideas for writing
Plan a first draft by generating ideas and developing a thesis or controlling idea(5.15A)
Write a personal narrative that conveys
thoughts and feelings about an experience
(5.17A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1; Exemplar Lesson 1, Writing Day 2 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1: Exemplar Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1; Exemplar Lesson 1, Writing Day 4 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
4 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 5 Day 6 Day 7 Day 8
Wh
ole
Gro
up
Read
ing
Gen
re Fiction Fiction Fiction Fiction
Fo
cu
s
Students identify figurative language, sensory details, and imagery in text, and explain how the language used impacts them as readers while evaluating its effectiveness. Read aloud grade-level texts with
fluency(5.1A)
Establish purposes for reading selected texts based upon own or others desired outcome (Fig 19A)
Monitor and adjust comprehension
(e.g. using background knowledge,
creating sensory images, reading a
portion aloud, generating questions)
(Fig 19C)
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A) R
Students analyze the roles of characters in plot including their relationships and conflicts. Make inferences about text and use textual
evidence to support understanding (Fig19D)
R&S
Summarize and paraphrase texts in ways
that maintain meaning and logical order
within a text and across texts (Fig19E) R
Describe incidents that advance the story or
novel, explaining how each incident gives
rise to or foreshadows future events (5.6A)
R
Explain the roles and functions of
characters in various plots, including their
relationships and conflicts (5.6B) R
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (5.18C)
Students explain the character’s conflict. Make inferences about text and use textual
evidence to support understanding (Fig19D)
R&S
Summarize and paraphrase texts in ways
that maintain meaning and logical order
within a text and across texts (Fig19E) R
Describe incidents that advance the story or
novel, explaining how each incident gives
rise to or foreshadows future events (5.6A)
R
Explain the roles and functions of
characters in various plots, including their
relationships and conflicts (5.6B) R
Students describe events that move the story along and explain how these events foreshadow future events. Make inferences about text and use textual
evidence to support understanding (Fig19D)
R&S
Summarize and paraphrase texts in ways
that maintain meaning and logical order
within a text and across texts (Fig19E) R
Describe incidents that advance the story or
novel, explaining how each incident gives
rise to or foreshadows future events (5.6A)
Explain the roles and functions of
characters in various plots, including their
relationships and conflicts (5.6B) R
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: Select a grade-appropriate fictional novel (different from the one used in lesson 4). Please see the last page of this document for resources.
Note: Select a grade-appropriate fictional story. Please see the last page of this document for resources.
Note: Use the same fictional story from lesson 6. Please see the last page of this document for resources.
Note: Select a grade-appropriate fictional story. Please see the last page of this document for resources.
Unit 1, Exemplar Lesson 1 Shared Reading, Day 5 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 6 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 7 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 8 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
5 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 5 Day 6 Day 7 Day 8
Wo
rd S
tud
y
Fo
cu
s
While developing a word collection routine, students use context clues to determine the meaning of unknown words and check the meaning using a dictionary if necessary.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Use context to determine or clarify
the meaning of unfamiliar or
multiple meaning words (5.2B) R
Students use a dictionary and a thesaurus
to locate synonyms and antonyms for
vocabulary words.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Students use context clues to determine the
meaning of unfamiliar words found in text.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Students use the dictionary to determine a
word’s part of speech.
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
e
s
CS
CO
PE
Unit 1, Exemplar Lesson 1 Word Study, Day 5 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 6 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 7 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 8 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
6 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 5 Day 6 Day 7 Day 8
Wri
tin
g
Fo
cu
s
Students generate ideas for writing by gathering memories from literature. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Students choose an idea to develop into a story. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Students develop believable, interesting characters to include in the published story. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Students develop believable, interesting characters that will be in their story. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 1, Writing Day 5 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 6 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1: Exemplar Lesson 2, Writing Day 7 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 8 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
7 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 9 Day 10 Day 11 Day 12
Wh
ole
Gro
up
Read
ing
Gen
re Fiction Fiction Fiction Fiction
Fo
cu
s
Students analyze and visualize the setting of a story. Monitor and adjust comprehension
(e.g. using background knowledge,
creating sensory images, reading a
portion aloud, generating questions)
(Fig 19C)
Make inferences about text and use
textual evidence to support
understanding (Fig19D) R&S
Describe incidents that advance the
story or novel, explaining how each
incident gives rise to or foreshadows
future events (5.6A) R
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A) R
Write responses to literary or
expository texts and provide evidence
from the text to demonstrate
understanding (5.18C)
Students explain different forms of third person points of view in stories. Establish purposes for reading selected
texts based upon own or others desired outcome (Fig 19A)
Make inferences about text and use textual evidence to support understanding (Fig19D) R&S
Explain different forms of third- person points of view (5.6C) S
Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding (5.18C)
Students identify and analyze a story’s literary
elements to gain a better understanding of the
story.
Make inferences about text and use textual
evidence to support understanding (Fig19D)
R&S
Summarize and paraphrase texts in ways
that maintain meaning and logical order
within a text and across texts (Fig19E) R
Describe incidents that advance the story or
novel, explaining how each incident gives
rise to or foreshadows future events (5.6A)
R
Explain the roles and functions of
characters in various plots, including their
relationships and conflicts (5.6B) R
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A) R
Students identify and analyze a story’s literary
elements to gain a better understanding of the
story.
Make inferences about text and use textual
evidence to support understanding (Fig19D)
R&S
Summarize and paraphrase texts in ways
that maintain meaning and logical order
within a text and across texts (Fig19E) R
Describe incidents that advance the story or
novel, explaining how each incident gives
rise to or foreshadows future events (5.6A)
R
Explain the roles and functions of
characters in various plots, including their
relationships and conflicts (5.6B) R
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A) R
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: Select grade-appropriate fictional short story or excerpt from a novel with vivid images and sensory language describing the setting from modeling. Please see the last page of this document for resources.
Note: Select a grade-appropriate short story or excerpt written in 3
rd person
omniscient AND a grade-appropriate short or excerpt written in 3
rd person limited.
Unit 1, Exemplar Lesson 2 Shared Reading, Day 9 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 10 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 11 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 12 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
8 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 9 Day 10 Day 11 Day 12
Wo
rd S
tud
y
Fo
cu
s
Students determine the meaning of
words with Greek and Latin prefixes,
suffixes, and roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Students determine the meaning of words
with Greek and Latin prefixes, suffixes, and
roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
Students determine the meaning of words
with Greek and Latin prefixes, suffixes, and
roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E) R
Students determine the meaning of words
with Greek and Latin prefixes, suffixes, and
roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Use a dictionary, a glossary, or a
thesaurus to determine the
meanings…of words (5.2E) R
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
ur
ces
C
SC
OP
E Unit 1, Exemplar Lesson 2
Word Study, Day 9 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 10 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 11 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 12 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
9 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 9 Day 10 Day 11 Day 12
Wri
tin
g
Fo
cu
s
Students develop the conflict in their stories. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Students develop the events of their stories using a plotline. Students also learn how irregular verbs work. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Use verbs (irregular and active voice) (5.20Ai)
Students use sensory details to plan for the setting of their stories. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Write imaginative stories that include a specific, believable setting created through the use of sensory details(5.16Aii)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Students draft focused, coherent stories using previous plans. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Develop Drafts (5.15B)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write imaginative stories that include a specific, believable setting created through the use of sensory details(5.16Aii)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 2, Writing Day 9 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 10 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 11 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 12 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
10 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 13 Day 14 Day 15 Day 16
Wh
ole
Gro
up
Read
ing
Gen
re Fiction Fiction Fiction Fiction
Fo
cu
s
Students understand what it means to be an effective listener and speaker. Listen to and interpret a speaker’s
messages (both verbal and nonverbal)
and ask questions to clarify the
speaker’s purpose or perspective
(5.27A)
Follow, restate, and give oral
instructions that include multiple action
steps (5.27B)
Determine both main and supporting
ideas in the speaker’s message
(5.27C)
Give organized presentations
employing eye contact, speaking rate,
volume, enunciation, natural gestures,
and conventions of language
communicate ideas effectively (5.28A)
Participate in student-led discussions
by eliciting and considering
suggestions from other group members
and by identifying points of agreements
and disagreement (5.29A)
Students create and give an oral presentation to describe how the role of literary elements affects the story and/predicts future events. Make inferences about text and use textual
evidence to support understanding (Fig19D) R&S
Describe incidents that advance the story or
novel, explaining how each incident gives
rise to or foreshadows future events (5.6A) R
Explain the roles and functions of
characters in various plots, including their
relationships and conflicts (5.6B) R
Listen to and interpret a speaker’s
messages (both verbal and nonverbal) and
ask questions to clarify the speaker’s
purpose or perspective (5.27A)
Follow, restate, and give oral instructions
that include multiple action steps (5.27B)
Determine both main and supporting ideas
in the speaker’s message (5.27C)
Give organized presentations employing
eye contact, speaking rate, volume,
enunciation, natural gestures, and
conventions of language communicate
ideas effectively (5.28A)
Participate in student-led discussions by
eliciting and considering suggestions from
other group members and by identifying
points of agreements and disagreement
(5.29A)
Students compare and contrast the themes
or moral lessons in traditional literature
from various cultures.
Compare and contrast the themes and
moral lessons of several works of fiction for
various cultures (5.3A)S
Make inferences about text and use textual
evidence to support understanding (Fig.
19D) R&S
Make connections between and across
multiple texts of various genres and provide
textual evidence (Fig. 19F) R&S
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (5.18C)
Students compare and contrast the themes
or moral lessons in traditional literature
from various cultures.
Compare and contrast the themes and
moral lessons of several works of fiction for
various cultures (5.3A) S
Make inferences about text and use textual
evidence to support understanding (Fig.
19D) R&S
Make connections between and across
multiple texts of various genres and provide
textual evidence (Fig. 19F) R&S
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (5.18C)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: Select a lesson with a completed story map to model giving an oral presentation. Please see the last page of this document for resources.
Note: Select a grade-appropriate traditional story from a different culture for modeling and a grade-appropriate traditional story from a different culture (class set). Please see the last page of this document for resources.
Note: Select a grade-appropriate traditional story from a different culture for modeling. Please see the last page of this document for resources.
Unit 1, Exemplar Lesson 2 Shared Reading, Day 13 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 14 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 15 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 16 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
11 R=Readiness Standard S=Supporting Standard
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
12 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 13 Day 14 Day 15 Day 16
Wo
rd S
tud
y
Fo
cu
s
Students determine the meaning of
words with Greek and Latin prefixes,
suffixes, and roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Students determine the meaning of words
with Greek and Latin prefixes, suffixes, and
roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Students use context to determine the
meaning of unknown words and confirm
meaning, pronunciation, part or speech,
synonyms, antonyms with a dictionary and
thesaurus.
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B) R
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E) R
Students use context to determine the
meaning of unknown words and confirm
meaning, pronunciation, part or speech,
synonyms, and antonyms using an online
dictionary and/or thesaurus.
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B) R
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
ur
ces
C
SC
OP
E Unit 1, Exemplar Lesson 2
Word Study, Day 13 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 14 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 15 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 16 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
13 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 13 Day 14 Day 15 Day 16
Wri
tin
g
Fo
cu
s
Students draft their story with a focus on developing characters and character relationships through relevant, purposeful dialogue. Students will also learn to punctuate dialogue correctly. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Develop Drafts (5.15B)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write imaginative stories that include a specific, believable setting created through the use of sensory details(5.16Aii)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Use proper punctuation and spacing for quotations(5.21Bii)
Students continue drafting a story with a focus on developing the plot using events that connect the conflict to the resolution. Students also learn how adverbs give description to verbs. Plan a first draft by generating ideas and
developing a thesis or controlling idea(5.15A)
Develop Drafts (5.15B)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write imaginative stories that include a specific, believable setting created through the use of sensory details(5.16Aii)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Use adverbs(5.20Aiv)
Students revise their stories to clarify meaning for their purpose and audience. Develop Drafts (5.15B)
Revise Drafts (5.15C)
Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)
Write imaginative stories that include a specific, believable setting created through the use of sensory details(5.16Aii)
Write imaginative stories that include dialogue that develops the story(5.16Aiii)
Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)
Use prepositions and prepositional phrases(5.20Av)
Students edit their writing for punctuation and spelling. Edit Drafts (5.15D)
Use capitalization for abbreviations (5.21Ai)
Use proper punctuation and spacing for quotations (5.21Bii)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 2, Writing Day 13 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 14 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 15 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 16 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
14 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 17 Day 18 Day 19 Day 20
Wh
ole
Gro
up
Read
ing
Gen
re Fiction Fiction Fiction Poetry
Fo
cu
s
Students explain the effect of historical events and the theme of a text. Make inferences about text and use
textual evidence to support
understanding (Fig19D) R&S
Explain the effect of a historical event or
movements on the theme of a work of
literature(5.3C)S
Students describe phenomena explained in origin myths. Establish purposes for reading selected
texts based upon own or others desired outcomes (Fig 19A)
monitor and adjust comprehension (e.g. creating sensory images) (Fig. 19C)
Make inferences about text and use
textual evidence to support understanding
(Fig19D) R&S
Describe the phenomena explained in
origin myths from various cultures (5.3B)
S
Write responses to literary or expository
texts and provide evidence from the text
to demonstrate understanding (5.18C)
Students describe phenomena explained in origin myths. Establish purposes for reading selected
texts based upon own or others desired outcomes (Fig 19A)
monitor and adjust comprehension (e.g. creating sensory images) (Fig. 19C)
Make inferences about text and use textual
evidence to support understanding (Fig19D)
R&S
Describe the phenomena explained in origin
myths from various cultures (5.3B) S
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (5.18C)
Students evaluate the impact of sensory language and figurative language in poetry and determine the overall meaning of the poem. Use context to determine or clarify the
meaning of unfamiliar or multiple meaning words (5.2B) R
Establish purposes for reading selected
texts based upon own or others desired
outcomes (Fig 19A)
monitor and adjust comprehension (e.g.
creating sensory images) (Fig. 19C)
Make inferences about text and use textual
evidence to support understanding
(Fig19D) R&S
Analyze how poets use sound effects to
reinforce meaning in poems (5.4)S
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A)R
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
CS
CO
PE
Note: Select a grade-appropriate historical fiction text for modeling. Please see the last page of this document for resources.
Note: Select a grade-appropriate origin myth for modeling. Please see the last page of this document for resources.
Note: Select a grade-appropriate origin myth for modeling. Please see the last page of this document for resources.
Note: Select a grade-appropriate poem with examples of sensory language. Please see the last page of this document for resources.
Unit 1, Exemplar Lesson 2 Shared Reading, Day 17 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 18 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Shared Reading, Day 19 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Shared Reading, Day 20
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
15 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 17 Day 18 Day 19 Day 20
Wo
rd S
tud
y
Fo
cu
s
Students use dictionaries to help with spelling and editing
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)R
Use spelling patterns/rules to determine correct spellings (5.22D)
Students learn how to use the spell check function in word processing. Students also learn spell check limitations.
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E) R
Know how to use the spell-check function in word processing while understanding its limitations (5.22E)
Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots.
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E) R
Use roots/affixes to determine meaning (5.2A) R
Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots.
Use roots/affixes to determine meaning (5.2A) R
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
ur
ces
C
SC
OP
E Unit 1, Exemplar Lesson 2
Word Study, Day 17 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 18 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 2 Word Study, Day 19 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Word Study, Day 20
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
16 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 17 Day 18 Day 19 Day 20
Wri
tin
g
Fo
cu
s
Students edit their writing for spelling errors. Edit Drafts (5.15D)
Differentiate between commonly confused terms (e.g. its, it’s, affect, effect)(5.22C)
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings (5.22D)
Students publish their stories and use the spell check function
final draft in response to feedback from peers and teacher and publish written work for appropriate audiences(5.15E)
Know how to use the spell check function in word processing while understanding its limitations (5.22E)
Students finish publishing their stories using the spell check function to make corrections. Students also share their stories with an audience and practice effective listening and speaking skills
Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences(5.15E)
Know how to use the spell check function in word processing while understanding its limitations (5.22E)
Listen to and interpret a speaker’s message and ask questions to clarify the speakers purpose or perspective(5.27A)
Follow, restate, and give oral instructions that include multiple action steps (5.27B)
Determine both main and supporting ideas in the speaker’s message (5.27C)
Give organized presentations employing eye contact, specking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively(5.28A)
Participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. (5.29A)
Students identify the graphic elements in poetry. Plan a first draft (5.15A)
Write Poems using graphic elements (e.g. capital letters, line length) (5.16Biii)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 2, Writing Day 17 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 18 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 2, Writing Day 19 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx
Unit 1; Exemplar Lesson 3, Writing Day 20
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
17 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 21 Day 22 Day 23 Day 24
Wh
ole
Gro
up
Read
ing
Gen
re Poetry Poetry Poetry Poetry
Fo
cu
s
Students identify and analyze how poets use sound effects to reinforce meaning in poems. Establish purposes for reading selected
texts based upon own or others desired
outcomes (Fig 19A)
monitor and adjust comprehension (e.g.
creating sensory images) (Fig. 19C)
Make inferences about text and use
textual evidence to support
understanding (Fig19D) R&S
Analyze how poets use sound effects to
reinforce meaning in poems (5.4)S
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A)R
Students analyze how poets use alliteration to reinforce meaning in poems. Establish purposes for reading selected
texts based upon own or others desired
outcomes (Fig 19A)
Ask literal, interpretive, evaluative, and
universal questions of text (Fig 19B)
Analyze how poets use sound effects to
reinforce meaning in poems (5.4)S
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A)R
Students analyze how poets use consonance and assonance to reinforce meaning in poems. Establish purposes for reading selected
texts based upon own or others desired
outcomes (Fig 19A)
monitor and adjust comprehension (e.g.
creating sensory images) (Fig. 19C)
Make inferences about text and use
textual evidence to support understanding
(Fig19D) R&S
Analyze how poets use sound effects to
reinforce meaning in poems (5.4)S
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A)R
Students analyze how poets use consonance and assonance to reinforce meaning in poems. Establish purposes for reading selected
texts based upon own or others desired
outcomes (Fig 19A)
monitor and adjust comprehension (e.g.
creating sensory images) (Fig. 19C)
Make inferences about text and use
textual evidence to support understanding
(Fig19D) R&S
Analyze how poets use sound effects to
reinforce meaning in poems (5.4)S
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A)R
Identify the Point of View of Media
presentations (5.14C)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
CS
CO
PE
Note: Select grade-appropriate poems in different forms including, but not limited to: Quatrain, Acrostics, Haiku, and Limerick for student selection (minimum 1 poem per student). Please see the last page of this document for resources.
Note: Select a grade-appropriate folk song lyric or poem with alliteration and onomatopoeia. Please see the last page of this document for resources.
Note: Select a grade-appropriate folk song lyric or poem with assonance/ consonance. Please see the last page of this document for resources.
Note: Select a grade-appropriate folk song or poem that present a point of view about an issue. Please see the last page of this document for resources.
Unit 1, Exemplar Lesson 3 Shared Reading, Day 21
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Shared Reading, Day 22
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Shared Reading, Day 23
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Shared Reading, Day 24
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
18 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 21 Day 22 Day 23 Day 24
Wo
rd S
tud
y
Fo
cu
s
Students determine the meaning of
words with Greek and Latin prefixes,
suffixes, and roots.
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)R
Students use context clues to determine the
meaning of unknown words and confirm
meaning, pronunciation, part of speech,
synonyms, and antonyms with a dictionary
and thesaurus. Students also produce
analogies.
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B) R
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)R
Students differentiate between commonly confused words.
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B)R
Differentiate between commonly confused terms (e.g.. Its, it’s; affect, effect) (5.22C)
Students use context clues to determine the meaning of unknown words and give examples and non-examples of the word. Students may use a dictionary or thesaurus as a resource if necessary.
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B) R
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)R
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
C
SC
OP
E Unit 1, Exemplar Lesson 3
Word Study, Day 21
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Word Study, Day 22
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Word Study, Day 23
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1, Exemplar Lesson 3 Word Study, Day 24
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
19 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 21 Day 22 Day 23 Day 24
Wri
tin
g
Fo
cu
s
Students write poems using similes and metaphors Develop drafts (5.15B)
Write Poems using graphic elements (e.g. capital letters, line length) (5.16Biii)
Students write poems using poetic techniques. Develop drafts (5.15B)
Write Poems using poetic techniques (alliteration, onomatopoeia) (5.16Bi)
Students write poems using poetic techniques and figurative language. Revise drafts (5.15C)
Write Poems using poetic techniques (alliteration, onomatopoeia) (5.16Bi)
Write Poems using figurative language (e.g. similes, metaphors) (5.16Bii)
Write Poems using graphic elements (e.g. capital letters, line length) (5.16Biii)
Students revise poems using graphic elements. Revise drafts (5.15C)
Write Poems using graphic elements (e.g. capital letters, line length) (5.16Biii)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 3, Writing Day 21
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1; Exemplar Lesson 3, Writing Day 22
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1; Exemplar Lesson 3, Writing Day 23
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Unit 1; Exemplar Lesson 3, Writing Day 24
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
20 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 25 Day 26 Day 27 Day 28
Wh
ole
Gro
up
Read
ing
Gen
re Poetry
Fo
cu
s
Students identify the point of view in
media
Analyze how poets use sound effects
to reinforce meaning in poems (5.4)S
Evaluate the impact of sensory details,
imagery, and figurative language in text
(5.8A)R
Identify the Point of View of Media
presentations (5.14C)
Write responses to literary or
expository texts and provide evidence
from the text to demonstrate
understanding (5.18C)
These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed.
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
CS
CO
PE
Note: Select the poem/song used in Lesson 24 and a photograph and/or cartoons that represent the same issue as the selected song/poem. Please see the last page of this document for resources.
Unit 1, Exemplar Lesson 3 Shared Reading, Day 25
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
21 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 25 Day 26 Day 27 Day 28
Wo
rd S
tud
y
Fo
cu
s
Use context clues to determine the meaning of unknown words and give examples and non-examples of the word. Students may use a dictionary or thesaurus as a resource if necessary.
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B)R
Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)S
These blank days may be placed anywhere within the unit, as needed
These blank days may be placed anywhere within the unit, as needed
These blank days may be placed anywhere
within the unit, as needed
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
C
SC
OP
E Unit 1, Exemplar Lesson 3
Word Study, Day 25
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
22 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 25 Day 26 Day 27 Day 28
Wri
tin
g
Fo
cu
s
Students publish poems with poetic techniques, figurative language and graphic elements. Revise final draft in response to feedback
from peers and teacher and publish written work for appropriate audiences(5.15E)
Write Poems using poetic techniques (alliteration, onomatopoeia) (5.16Bi)
Write Poems using figurative language (e.g. similes, metaphors) (5.16Bii)
Write Poems using graphic elements (e.g. capital letters, line length) (5.16Biii)
These blank days may be placed anywhere within the unit, as needed
These blank days may be placed anywhere within the unit, as needed
These blank days may be placed anywhere within the unit, as needed
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 1; Exemplar Lesson 3, Writing Day 25
http://www.mycscope.us/module/content/search/item/2122/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
23 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 29
Wh
ole
Gro
up
Read
ing
Gen
re
Fo
cu
s
Unit Assessment
EL
PS
Reso
urc
es
CS
CO
PE
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
24 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 29
Wo
rd S
tud
y
Fo
cu
s
Unit Assessment
EL
PS
Reso
ur
ces
C
SC
OP
E
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
25 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 29
Wri
tin
g
Fo
cu
s
Unit Assessment
EL
PS
Reso
urc
es
CS
CO
PE
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
26 R=Readiness Standard S=Supporting Standard
Ongoing TEKS for Reading: Ongoing TEKS for Word Study: Ongoing TEKS for Writing:
Sm
all
Gro
up
Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and sometimes their
preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.
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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an
opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (5.9A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas http://www.mycscope.us
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
27 R=Readiness Standard S=Supporting Standard
Text Resources: You may use these resources, or use your own resources.
CSCOPE Resources:
www.eastoftheweb.com/short-stories/childrenindex.html
www.pitara.com/talespin/story.asp
Just So Stories, by Rudyard Kipling Ira Sleeps Over, by Bernard Waber Baseball in April and Other Stories, by Gary Soto In the Land of the Lawn Weenies: and Other Creepy Tales, by David Lubar Wayside School Series, by Louis Sachar Best Shorts: Favorite Stories for Sharing, by Avi Children’s magazines such as Highlights Baseball in April and Other Stories, by Gary Soto Willie and the All Stars, by Floyd Cooper Passage to Freedom, by Ken Mochizuki Best Shorts: Favorite Stories for Sharing, by Avi Boundless Grace, by Mary Hoffmanj Bud, Not Buddy, by Christiopher Paul Curtis Children’s magazines such as Highlights Day 1, 2, 3, & 4: HMH Unit 1, Lesson 1 A Package for Mrs. Jewls Days 5, 6, & 7: HMH Unit 4, Lesson 19 Darnell Rock Reporting Day 8: HMH Unit 1, Lesson 3 Off and Running Day 9: HMH Unit 4, Lesson 17 LAFFF Day 10: HMH Unit 1, Lesson 1 A Package for Mrs. Jewls HMH Unit 1, Lesson 5 Elisa’s Diary HMH Unit 4, Lesson 19 Darnell Rock Reporting HMH Unit 1, Lesson 3 Off and Running HMH Unit 4, Lesson 17 LAFFF Day 11 & 12: HMH Unit 4, Lesson 16 Lunch Money
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
28 R=Readiness Standard S=Supporting Standard
Grade-appropriate traditional stories from different cultures: Glass Slipper, Gold Sandal: A Worldwide Cinderella, by Paul Fleischman Legend of Sleepy Hollow, by Washington Irving Lon Po Po: A Red Riding Hood Story from China, by Ed Young Day 15 & 16: HMH Unit 2, Lesson 6 Skywoman and Turtle Grade-appropriate historical fiction: They Called Her Molly Pitcher, by Anne Rockwell The Mud Family, by Betsy James Pink and Say, by Patricia Polacco Day 17: HMH Unit 5, Lesson 22 The Birchbark House Grade-appropriate origin myths: D'Aulaires' Book of Greek Myths, by Ingri D'Aulaires The MacMillian Book of Greek Gods and Heroes, by Alice Low In the Beginning: Creation Stories from Around the World, by Virginia Hamilton Day 18 & 19: HMH Unit 3, Lesson 12 Zeus and the Titans
MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction
29 R=Readiness Standard S=Supporting Standard
Poetry:
www.poetry4kids.com
www.angelfire.com/md/byme/pocket/poetry1.html
http://childrens-books.lovetoknow.com/Free_Poems_for_Children_To_read
http://americanfolklore.net/folklore/2010/10/american_folksongs.html
http://www.songsforteaching.com/folk/
Big Talk, by Paul Fleishman Love That Dog, by Sharon Creech Light in the Attic by Shel Silverstein The Random House Book of Poetry for Children, poems selected by Jack Prelutsky Casey at the Bat, Ernest Lawrence Thayer Days to Celebrate: A Full Year of Poetry, People, Holidays, History, Fascinating Facts, and More Poetry All Kids Should Know, by Emily Dickinson, Robert Louis Stevenson, Christina Rosetti, and Henry Wadsworth Longfellow The Midnight Ride of Paul Revere, Henry Wadsworth Longfellow My America: A Poetry Atlas of the Inside Out, Lee Bennett Hopkins Folk songs
I’ve Been Working on the Railroad Yankee Doodle Green Grass Grows All Around My Country ‘Tis of Thee You’re a Gran d Old Flag Days 20-25 HMH Unit 1, Lesson 4 Score! HMH Unit 2, Lesson 10 Purr-fection HMH Unit 3, Lesson 15 Patriotic Poetry HMH Unit 6, Lesson 26 Poetry Place HMH Unit 6, Lesson 28 Poetry Place HMH Unit 6, Lesson 29 Poetry Place HMH Unit 6, Lesson 30 Poetry Place