Midland ISD ELAR Scope and Sequence Grade 5 Unit 3 ......Grade 5 Unit 3-Reading to Understand...

Midland ISD ELAR Scope and Sequence Grade 5

Unit 3-Reading to Understand Informational Text 27 Days Unit Dates: 11/12/12 – 12/21/12 Unit Assessment: 12/20/12-12/21/12

Revised10/28/12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

Genre Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text

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Students identify the features of expository text and identify author’s purpose for writing expository text

Establish purposes for reading selected text’s based upon own or others desired outcome (Fig19A)

Make inferences about text and use textual evidence to support understanding (Fig19D)

Monitor and adjust comprehension (Fig19C)

Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order (5.10A)

Students evaluate how well the author’s purpose was achieved.


Summarize the main ideas and

supporting details in a text in ways

that maintain meaning and logical

order (5.10A)

Students use text features to locate information.



Use multiple text features and graphics to gain an overview of the contents of text and to locate information (5.11D)

Students summarize the main idea and supporting details in a text.

Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Fig19E)


ELPS 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

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Note: CSCOPE recommends selecting a grade-appropriate expository text for modeling(class set) and 2 grade-appropriate expository texts(1 copy of each text per group)

Note: CSCOPE recommends selecting a grade-appropriate expository text for modeling(class set) and 2 grade-appropriate expository texts(1 copy of each text per group) from Daily lesson 1

Note: CSCOPE recommends selecting a grade-appropriate expository text for modeling(class set) with text features removed (3-6 texts per group)

Note: CSCOPE recommends selecting a grade-appropriate previously read short expository text (1 copy per student)

Unit 3, Exemplar Lesson 1 Shared Reading, Day 1 http://www.mycscope.us/module/content/

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Unit 3, Exemplar Lesson 1 Shared Reading, Day 2 http://www.mycscope.us/module/content/sear

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MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text

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Whole Group Word Study


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Students produce analogies using synonyms and antonyms

Produce analogies with known antonyms and synonyms(5.2C)

Use a dictionary, a glossary, or a

thesaurus to determine the

meanings, syllabication,

pronunciations, alternate word

choices, and parts of speech of

words (5.2E)

Students identify and explain common

idioms to understand the use of these

phrases.

Identify and explain the meaning common idioms, adages and other sayings (5.2D)


thesaurus to determine the meanings,

syllabication, pronunciations, alternate

word choices, and parts of speech of

words (5.2E)

Students identify and explain popular

adages to understand the use of these

phrases.

Identify and explain the meaning common idioms, adages and other sayings (5.2D)

Students spell words with Greek roots and determine the meaning of words with these Greek roots.

Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)





words (5.2E)

Spell words with Greek Roots (e.g.

tele, photo, graph, meter)(5.22Bi)

ELPS 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

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Word Study, Day 1 http://www.mycscope.us/module/content/s

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Unit 3, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/sear






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Whole Group Writing


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Students brainstorm writing topics for an expository essay

Plan a first draft (5.15A)

Students plan a first draft by choosing a topic and developing a thesis or controlling idea.

Create multi-paragraph essays to

convey information about the topic that

guide and inform the reader’s

understanding of key ideas and

evidence (5.18Aii)



include specific facts, details, and

examples in an appropriately

organized structure (5.18Aiii)

Students write effective introduction paragraphs.

Develop drafts by choosing an appropriate organizational strategy (e.g. sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (5.15B)

Create mulit-paragraph essays to


present effective introductions and

concluding paragraphs (5.18Ai)

Students plan a first draft by organizing ideas.

Create mulit-paragraph essays to convey information about the topic that include specific facts, details, and examples in an appropriately organized structure (5.18Aiii)

ELPS 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

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Unit 3; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/s


Unit 3; Exemplar Lesson 1, Writing Day 2 http://www.mycscope.us/module/content/sear


Unit 3: Exemplar Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/sear




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.

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Whole Group Reading



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Students summarize the main idea and supporting details in a text.


Analyze how the organizational

pattern of a text (e.g. cause-and-

effect, compare-and-contrast,

sequential order, classification

schemes) influences the

relationships among ideas (5.11C)

Write responses to literary or

expository texts and provide

evidence from the text to

demonstrate understanding

(5.18C)

Students analyze how the organizational pattern of a text influences the relationships of the ideas.


Analyze how the organizational pattern of a text (e.g. cause-and-effect, compare-and-contrast, sequential order, classification schemes) influences the relationships among ideas (5.11C)







ELPS 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

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Note: CSCOPE recommends selecting a grade-appropriate expository text in a cause/effect organizational structure (1 per 3-4 students) and a grade-appropriate expository text in a sequential organizational structure (1 per 3-4 students)

Note: CSCOPE recommends using a grade-appropriate short expository text in a sequential organizational pattern from Daily Lesson 5; recommends using a grade-appropriate short expository text in a cause/effect organizational pattern from Daily Lesson 5; selecting a grade-appropriate expository text in a cause/effect organizational structure (1 per 3-4 students) and a grade-appropriate expository text in a sequential organizational structure (1 per 3-4 students)

Note: CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern for modeling. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern for modeling. CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern (1 per 3-4 students). CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern for modeling. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern (1 per 3-4 students).

Note: CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern from Daily Lesson 7. CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern (1 per 3-4 students) from Daily Lesson 7. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern for modeling from Daily Lesson 7. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern (1 per 3-4 students)from Daily Lesson 7.


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Students spell words with Greek roots and determine the meaning of words with these Greek roots Determine the meaning of grade-

level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)






words (5.2E)



Students spell words with Greek roots

and determine the meaning of words

with these Greek roots






words (5.2E)



Students review and spell words with Greek roots and determine the meaning of words with these Greek roots.






words (5.2E)



Students spell words with Latin roots and determine the meaning of words with these Latin roots


Use a dictionary, a glossary, or a thesaurus to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words (5.2E)

Spell words with Latin Roots (e.g. spec, scrib, rupt, port, ject, dict) (5.22Bii)

ELPS 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

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Unit 3, Exemplar Lesson 1 Word Study, Day 5 http://www.mycscope.us/module/content/s








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Whole Group Writing


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Students develop expository essays that are focused, organized, and coherent Develop drafts by choosing an

appropriate organizational strategy (e.g.

sequence of events, cause-effect,

compare-contrast) and building on ideas

to create a focused, organized, and

coherent piece of writing (5.15B)

Create multi-paragraph essays to convey

information about the topic that guide and

inform the reader’s understanding of key

ideas and evidence (5.18Aii)


information about the topic that include

specific facts, details, and examples in an

appropriately organized structure

(5.18Aiii)


information about the topic that use a

variety of sentence structures and

transitions to link paragraphs (5.18Aiv)

Use indefinite pronouns (e.g. all, both,

nothing, anything) (5.20Avi)

Use transitional words (5.20Aviii)

Students develop expository essays that are focused, organized, and coherent. Develop drafts by choosing an appropriate

organizational strategy (e.g. sequence of

events, cause-effect, compare-contrast) and

building on ideas to create a focused,

organized, and coherent piece of writing

(5.15B)








appropriately organized structure (5.18Aiii)






Students write effective conclusion paragraphs Develop drafts by choosing an appropriate

organizational strategy (e.g. sequence of

events, cause-effect, compare-contrast) and

building on ideas to create a focused,

organized, and coherent piece of writing

(5.15B)


information about the topic that present

effective introductions and concluding

paragraphs (5.18Ai)

Students revise drafts that are focused, organized, and coherent. Students learn to combine simple sentences into compound sentences using a comma. Revise drafts to clarify meaning, enhance

style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience and genre have been addressed.(5.15C)


information about the topic that present

effective introductions and concluding

paragraphs (5.18Ai)








appropriately organized structure (5.18Aiii)





Use indefinite pronouns (e.g. all, both,

nothing, anything) (5.20Avi)


Use complete simple and compound

sentences with correct subject-verb

agreement (5.20C)

Use commas in compound

sentences(5.21Bi)

ELPS 1G Use accessible language to learn new language 3C Speak using a variety of sentence structures 3G Express opinions, ideas, and feelings 5D Edit writing for standard grammar and usage 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing

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Unit ; Exemplar Lesson 1, Writing Day 5 http://www.mycscope.us/module/content/se

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Whole Group Reading



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Make connections (e.g. thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. (Fig 19F)

Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres(5.11E)







Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic (5.23A)


Ask literal, interpretive, evaluative, and universal questions of text(Fig19B)


ELPS 4D Use pre-reading supports to enhance comprehension 4G Show comprehension of text through retelling, summarization, responding to text, and taking notes

1H Expand repertoire language learning strategies 4I Show comprehension through basic reading skills 3B Use new vocabulary in stories, descriptions, and classroom communication 4K Show comprehension through analytical skills 5B Write using newly acquired vocabulary

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Note: CSCOPE recommends using a short grade-appropriate short expository text (class set)

Note: CSCOPE recommends using a appropriate short expository text (1 per student) or a collection of grade-appropriate expository texts for student selection

Note: CSCOPE recommends using a collection of grade-appropriate expository that support brochure research topics

Note: No text required





Unit 3, Exemplar Lesson 1 Shared Reading, Day 11

http://www.mycscope.us/module/content/sear


Unit 3, Exemplar Lesson 1 Shared Reading, Day 12 http://www.mycscope.us/module/content/search/i

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Students spell words with Latin roots and determine the meaning of words with these Latin roots




Students spell words with Latin roots and determine the meaning of the words with these Latin roots.




Students spell words with Latin roots and determine the meaning of words with these Latin roots.






words (5.2E)

Spell words with Latin Roots (e.g.

spec, scrib, rupt, port, ject, dict)

(5.22Bii)

Students spell words with Latin roots and determine the meaning of words with these Latin roots.




ELPS 2B: Recognize English sound system in new vocabulary 5A: Learn relationships between sounds and letters when writing 3A: Practice using English sound system in new

vocabulary 4A: Learn relationships between sounds and letters

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Whole Group Writing


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Students edit for spelling, grammar, punctuation, and capitalization.

Edit drafts for grammar, mechanics, and spelling (5.15D)

Use indefinite pronouns (e.g. all, both, nothing, anything) (5.20Avi)


Use complete simple and compound sentences with correct subject-verb agreement (5.20C)

Use commas in compound sentences(5.21Bi)

Spell words with Greek Roots (e.g. tele, photo, graph, meter) (5.22Bi) Spell words with Latin Roots (e.g. spec, scrib, rupt, port, ject, dict) (5.22Bii)

Use spelling patterns and rules and print and electronic resources to determine and check correct spellings (5.22D)

Students publish their expository essays for an audience.



present effective introductions and

concluding paragraphs (5.18Ai)



guide and inform the reader’s

understanding of key ideas and

evidence (5.18Aii)



include specific facts, details, and

examples in an appropriately

organized structure (5.18Aiii)



use a variety of sentence structures

and transitions to link paragraphs

(5.18Aiv)

Students generate ideas for an

expository brochure.


Students generate ideas for an expository brochure.


ELPS 1G Use accessible language to learn new language 3C Speak using a variety of sentence structures 3G Express opinions, ideas, and feelings 5D Edit writing for standard grammar and usage 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing

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Whole Group Reading



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Students synthesize and make logical connections between ideas within a text.


Generate a research plan for gathering relevant information about the major research question (5.23B)

Students synthesize and make logical connections between ideas within a text.

Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order(5.11A)

Determine the facts in text and verify them through established methods (5.11B)

Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres (5.11E)

Follow the research plan to collect data from a range of print and electronic resources (5.24A)


Make connections between and across multiple texts of various genres and provide textual evidence (Fig 19F)

Ask literal, interpretive, evaluative, and

universal questions of text (Fig 19B)

Determine the facts in text and verify

them through established methods

(5.11B)

Use multiple text features and

graphics to gain an overview of the

contents of text and to locate

information (5.11D)

Synthesize and make logical

connections between ideas within a

text and across two or three texts

representing similar or different

genres(5.11E)

Identify the point of view of media

presentations (5.14C)





schemes) influences the relationships

among ideas (5.11C)

Follow the research plan to collect

data from a range of print and

electronic resources (5.24A)

Students decide upon a topic to address in research

Make connections between and across multiple texts of various genres and provide textual evidence (Fig 19F)

Synthesize and make logical connections

between ideas within a text and across

two or three texts representing similar or

different genres(5.11E)

Compiles important information from

multiple sources (5.26A)

ELPS 1E Use and reuse new basic and academic language to internalize language 1F Distinguish formal and informal English 4C Develop sight word vocabulary and language structures


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Note: CSCOPE recommends using a collection of reliable resources on students’ research topics

Note: CSCOPE recommends using an example of reliable resources on the modeled topic (1) CSCOPE recommends using an example of unreliable resources on the modeled topic (1) CSCOPE recommends using collection of resources such as encyclopedias, almanacs, reliable internet sites, online databases, and textbooks on the students’ research topics (minimum of 2 per student)

Note: CSCOPE recommends using Grade Appropriate expository text on the modeled topic. CSCOPE recommends using Grade-appropriate website with information on the modeled topic. CSCOPE recommends using collection of resources such as encyclopedias, almanacs, reliable internet sites, online databases, and textbooks on the students’ research topics (minimum of 2 per student)

Note: Students will need their research envelopes from Daily Lesson 15. No text required.







Unit 3, Exemplar Lesson 2 Shared Reading, Day 16 http://www.mycscope.us/module/content/search/i


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Students spell words with Latin roots and determine the meaning of words with Latin roots.







words (5.2E)

Spell words with Latin Roots (e.g.

spec, scrib, rupt, port, ject, dict)

(5.22Bii)

Students spell words with Greek suffixes and determine the meaning of words with Greek suffixes.



Spell words with Greek suffixes (e.g. –ology, -phobia, -ism, -ist)(5.22Biii)







words (5.2E)

Spell words with Greek suffixes (e.g. –

ology, -phobia, -ism, -ist)(5.22Biii)





ELPS 2B: Recognize English sound system in new vocabulary 4A: Learn relationships between sounds and letters 3A: Practice using English sound system in new vocabulary

5A: Learn relationships between sounds and letters when writing

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Unit 3, Exemplar Lesson 2 Word Study, Day 16 http://www.mycscope.us/module/content/search/i


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Whole Group Writing


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Students plan for their expository brochure by identifying the organization





schemes) influences the relationships

among ideas (5.11C)

Use adjectives (e.g. descriptive,

including origins: French windows,

American cars) and their comparative

and superlative forms (e.g. good,

better, best) (5.20Aiii)



Use subordinating conjunctions (e.g. while, because, although, if) (5.20Avii )

Students use an appropriate organizational strategy and supporting details to develop a draft.


Compiles important information from multiple sources (5.26A)

ELPS 5A Learn relationships between sounds and letters when writing; 5D Edit writing for standard grammar and usage; 5G Narrate, describe, and explain in writing

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Unit 3; Exemplar Lesson 2, Writing Day 16 http://www.mycscope.us/module/content/search/i



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Whole Group Reading


Genre Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Brochure

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Students formulate open-ended research questions to address the research topic.



Use multiple text features and graphics to gain an overview of the contents of text and to locate information (5.11D)


Students generate a research plan for gathering information about the research question(s).

Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order(5.11A)

Record data, utilizing available technology (e.g. word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g. charts, diagrams, timelines) into written notes (5.24C)

Students follow a research plan to collect data and information about their topic from reliable resources.



Interpret factual or quantitative

information presented in maps, charts,

illustrations, graphs, timelines, tables

and diagrams(5.13B)

Students use text features to find important information about their research topics and verify their facts through established methods.

Write responses to literary or expository

texts and provide evidence from the text

to demonstrate understanding (5.18C)

ELPS 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

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Note: CSCOPE recommends using collection of grade-appropriate brochures with a variety of text features (1 copy per student) : CSCOPE recommends using collection of grade-appropriate brochures with a variety of text features from Daily Lesson 14 Writing (minimum 1 per student)

Note: : CSCOPE recommends using a grade-appropriate expository text with visual/graphic data for modeling and : CSCOPE recommends using a grade-appropriate expository text with visual/graphic data (class set)

Note: : CSCOPE recommends using a grade-appropriate example of a table, chart, graph, illustration, diagram, map and/or timeline and a collection of grade-appropriate tables, charts, graphs, illustrations, diagrams, maps, and timelines from texts for student selection

Note: Teacher created brochure







Unit 3, Exemplar Lesson 2 Shared Reading, Day 20 http://www.mycscope.us/module/content/search/

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words (5.2E)

Spell words with Greek suffixes

(e.g. –ology, -phobia, -ism, -

ist)(5.22Biii)

Students spell words with Latin derived suffixes and determine the meaning of words with Latin derived suffixes.






words (5.2E)

Spell words with Latin derived suffixes

(e.g. –able, -ible, -ance, -ence)

(5.22Biv)

Students spell words with Latin derived suffixes and determine the meaning of words with Latin derived suffixes.






words (5.2E)

Spell words with Latin derived suffixes

(e.g. –able, -ible, -ance, -ence)

(5.22Biv)

Students determine the meaning of words with Greek and Latin roots and suffixes.



ELPS 2B: Recognize English sound system in new vocabulary 4A: Learn relationships between sounds and letters 3A: Practice using English sound system in new vocabulary

5A: Learn relationships between sounds and letters when writing

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Unit 3, Exemplar Lesson 2 Word Study, Day 20 http://www.mycscope.us/module/content/search/i


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Whole Group Writing


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Students use an appropriate organizational strategy and supporting details to develop a draft



Students revise their drafts and use text features and graphics to inform.


Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience and genre have been addressed.(5.15C)


Students edit for spelling, punctuation,

grammar, and capitalization


Use adjectives (e.g. descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g. good, better, best) (5.20Aiii)


Use subordinating conjunctions (e.g. while, because, although, if) (5.20Avii )


Use complete simple and compound sentences with correct subject-verb agreement (5.20C)

Use capitalization for organizations (5.21Aiii)


Spell words with Greek Roots (e.g. tele, photo, graph, meter)(5.22Bi)



Spell words with Latin derived suffixes (e.g. –able, -ible, -ance, -ence) (5.22Biv)


Students publish their brochures for an audience

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audience (5.15E)

ELPS 1G Use accessible language to learn new language 3F Speak using high-frequency and content area vocabulary 3G Express opinions, ideas, and feelings 3H Narrate, describe, and explain 5A Learn relationships between sounds and letters when writing 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing

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Unit 3; Exemplar Lesson 2, Writing Day 20 http://www.mycscope.us/module/content/search/i











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Whole Group Reading

Day 21 Day 22 Day 23 Day 24 Day 25

Genre Procedural Text (craft project) Procedural Text (craft project) Procedural Text (recipe) Procedural Text (recipe) Procedural Text (complex

board game instructions)

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Students compile important information from multiple sources.

Use context (e.g. in-sentence

restatement) to determine or

clarify the meaning of

unfamiliar or multiple meaning

words(5.2B)

Ask literal, interpretive,

evaluative, and universal

questions of text (Fig 19B)

Monitor and adjust

comprehension (Fig19C)

Make connections between

and across multiple texts of

various genres and provide

textual evidence (Fig 19F)

Interpret details from

procedural text to complete a

task, solve a problem, or

perform procedures(5.13A)


information presented in maps,

charts, illustrations, graphs,

timelines, tables and

diagrams(5.13B)

Compiles important

information from multiple

sources (5.26A)

Students use text features and graphics to gain an overview of the contents of text and to locate information







Write responses to literary or

expository texts and provide

evidence from the text to

demonstrate understanding

(5.18C)

Students record data in order to see relationships between ideas and convert visual data into written notes.


restatement) to determine or


unfamiliar or multiple meaning

words(5.2B)

Ask literal, interpretive,

evaluative, and universal

questions of text (Fig 19B)

Monitor and adjust


Use multiple text features and

graphics to gain an overview of

the contents of text and to

locate information(5.11D)






information presented in maps,

charts, illustrations, graphs,

timelines, tables and

diagrams(5.13B)

Identify the point of view of

media presentations(5.14C)

Students interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.






Students make connections between ideas across various texts

Monitor and adjust


Make inferences about

text and use textual

evidence to support

understanding (Fig19D)


procedural text to

complete a task, solve a

problem, or perform

procedures(5.13A)

ELPS 3B Use new vocabulary in stories, descriptions, and classroom communication 4C Develop sight word vocabulary and language structures 4D Use pre-reading supports to enhance comprehension 4F Use visual and textual supports to read text 4G Show comprehension of text through retelling, summarization, responding to text, and taking notes 4I Show comprehension through basic reading skills


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Note: 2 grade-appropriate

procedural texts explaining how

to make a craft/art project (1 per

student)


procedural texts from Daily

Lesson 21 Shared Reading

explaining how to make a

craft/art project (1 per student).

Materials to complete the

craft/project.

Note: 2 grade-appropriate online

no-cook recipes from a website

with comments


recipes from Daily Lesson 23

Shared Reading (class set of

each)and Materials necessary to

complete recipes


instructions to set up a

complex board game ( 1 per

4-5 students) and grade-

appropriate complex board

game and grade-

appropriate manual to play

a computer game or a board

game (( 1 per 4-5 students)

grade appropriate

directions for a science

experiment (( 1 per 4-5

students) Materials for

science experiment( 1 per 4-

5 students) grade

appropriate recipe( 1 per 4-5

students) grade appropriate

directions for an art project

( 1 per 4-5 students)

Materials for art project ( 1

set of materials per 4-5

students)

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Students spell words with Greek and Latin roots and affixes.





Spell words with Greek

suffixes (e.g. –ology, -phobia, -

ism, -ist)(5.22Biii)

Spell words with Latin derived

suffixes (e.g. –able, -ible, -

ance, -ence) (5.22Biv)

Students spell words with Greek and Latin roots and affixes.



Spell words with Greek Roots (e.g. tele, photo, graph, enter)(5.22Bi)5.22Bii

Spell words with Greek

suffixes (e.g. –ology, -

phobia, -ism, -ist)(5.22Biii)

Spell words with Latin

derived suffixes (e.g. –

able, -ible, -ance, -ence)

(5.22Biv)

Students use context to

determine or clarify the meaning

of words.


restatement ) to determine or


unfamiliar or multiple

meaning words (5.2B)

Students use a dictionary to determine word meanings, syllabication, pronunciations, alternative word choices, and parts of speech.


Students use context clues to determine the meaning of unknown words and check the meaning using a dictionary, if needed. Use context (e.g. in-sentence

restatement ) to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B)


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Whole Group Writing


Wri

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Students generate topics for formal and informal letters

Write formal and informal letters that

convey ideas, include important

information, demonstrate a sense of

closure, and use appropriate

conventions (e.g. date, salutation,

closing) (5.18B)

Students write and revise a formal letter. Develop drafts by choosing an

appropriate organizational strategy (e.g. sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (5.15B)


Write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g. date, salutation, closing) (5.18B)



Use subordinating

conjunctions (e.g. while,

because, although, if)

(5.20Avii)

Use transitional words

(5.20Aviii)

Use complete simple and

compound sentences with

correct subject-verb

agreement (5.20C)

Students edit drafts for capitalization, punctuation, spelling, and mechanics.








Spell words with Latin derived

suffixes (e.g. –able, -ible, -ance, -

ence) (5.22Biv)

Use spelling patterns and rules

and print and electronic resources

to determine and check correct

spellings (5.22D)

Students write and revise an informal letter. Develop drafts by choosing an

appropriate organizational strategy (e.g. sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (5.15B)





Use subordinating conjunctions

(e.g. while, because, although, if)

(5.20Avii)


Use complete simple and

compound sentences with correct

subject-verb agreement (5.20C)

Students edit drafts for capitalization, punctuation, spelling, and mechanics Edit drafts for grammar, mechanics,

and spelling (5.15D)







Spell words with Latin derived suffixes (e.g. –able, -ible, -ance, -ence) (5.22Biv)



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Whole Group Reading

Day 26 Day 27

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Day 26 Day 27

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Whole Group Writing

Day 26 Day 27

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Gu

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Guided Reading/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.

Ind

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Read

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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. (4.9A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas. http://midland.nerdeveloper.net/index.cfm

http://midland.nerdeveloper.net/index.cfm


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Text Resources: You may use these resources to select texts to use with the CSCOPE lessons, or use additional campus resources.

CSCOPE Resources for Text Resources: You may use these resources to select texts to use with the CSCOPE lessons, or use additional campus resources.

Grade-appropriate expository texts

Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger

Hurricanes: Earth’s Mightiest Storms by Patricia Lauber

Toys! Amazing Stories Behind Some Great Inventions by Don Wulffson

About Time: A First Look at Time and Clocks by Bruce Koscielniak

A History of US by Joy Hakim

Horses by Seymour Simon

Quest for the Tree Kangaroo: An Expedition to the Cloud Forest by Sy Montgomery

The Life Cycle of a Flower by Molly Aloian

Zebra: Habitats, Life Cycles, Food Chains, Threats by Malcolm Penny

When the Wolves Returned: Restoring Nature’s Balance in YellowstoneI by Dorothy Hinshaw Patent

The American Flag by Lynda Sorensen

Children’s magazines such as Scholastic, National Geographic Kids, Time for Kids, Highlights

Grade-appropriate procedural texts

Green Eggs and Ham Cookbook: Recipes inspired by Dr. Seuss! by Georgeanne Brennan

The Boxcar Children Cookbook by Diane Blain

Cooking Rocks: Rachael Ray 30-Minute Meals for Kids by Rachael Ray

Oceans & Art Activities by Janet Sacks

Make Gifts! by Kim Solga

How to Have Fun with Paper by Stewart Cowley

= in your CSCOPE book collection

CSCOPE Recommended Links

http://www.readwritethink.org

http://www.cheney268.com/Learning/Organizers/Writing.htm

http://www.greatsource.com/iwrite/students/s_expos_graph_org.html

You may use these resources , use the above resources or your own resources to select your own texts for each daily CSCOPE lesson Daily Lesson 1: CSCOPE recommends selecting a grade-appropriate expository text for modeling (class set) and 2 grade-appropriate expository texts(1 copy of each text per group)

Vaqueros: Americas First Cowboys HMH: Unit 5, Lesson 23 Daily Lesson 2: CSCOPE recommends selecting a grade-appropriate expository text for modeling(class set) and 2 grade-appropriate expository texts(1 copy of each text per group) from Daily lesson 1

Vaqueros: Americas First Cowboys HMH: Unit 5, Lesson 23

Daily Lesson 3: CSCOPE recommends selecting a grade-appropriate expository text for modeling(class set) with text features removed (3-6 texts per group) The Turbulent History of Texas Teacher Read Aloud HMH: Unit 5, Lesson 23

Daily Lesson 4: CSCOPE recommends selecting a grade-appropriate previously read short expository text (1 copy per student)

Vaqueros: Americas First Cowboys HMH: Unit 5, Lesson 23

http://www.readwritethink.org/

http://www.cheney268.com/Learning/Organizers/Writing.htm

http://www.greatsource.com/iwrite/students/s_expos_graph_org.html


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Daily Lesson 5: CSCOPE recommends selecting a grade-appropriate expository text in a cause/effect organizational structure (1 per 3-4 students) and a grade-appropriate expository text in a sequential

organizational structure (1 per 3-4 students)

Tales of the Trail (cause/effect structure) HMH Unit 5, Lesson 24 Four Seasons of Food (sequential structure) HMH Unit 5, Lesson 22 “The Industrial Revolution” (cause/effect structure) P409 Scott Foresman Social Studies “From Republic to State” (sequential structure) P 432-433 Scott Foresman Social Studies

Daily Lesson 6: CSCOPE recommends using a grade-appropriate short expository text in a sequential organizational pattern from Daily Lesson 5; recommends using a grade-appropriate short expository text in a cause/effect organizational pattern from Daily Lesson 5; selecting a grade-appropriate expository text in a cause/effect organizational structure (1 per 3-4 students) and a grade-appropriate expository text in a sequential organizational structure (1 per 3-4 students

Tales of the Trail (cause/effect structure) HMH Unit 5, Lesson 24 Four Seasons of Food (sequential structure) HMH Unit 5, Lesson 22

Daily Lesson 7: CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern for modeling. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern for modeling.

CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern (1 per 3-4 students). CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern for modeling. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern (1 per 3-4 students). Animals on the Move HMH Unit 6, Lesson 26 Citizen Spies HMH Unit 3, Lesson 15

Daily Lesson 8: CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern from Daily Lesson 7. CSCOPE recommends using a grade-appropriate short expository text in a compare/contrast organizational pattern (1 per 3-4 students) from Daily Lesson 7. CSCOPE recommends using a grade-appropriate short expository text in a in a classification

(description) organizational pattern for modeling from Daily Lesson 7. CSCOPE recommends using a grade-appropriate short expository text in a in a classification (description) organizational pattern (1 per 3-4 students)from Daily Lesson 7. Animals on the Move HMH Unit 6, Lesson 26 Citizen Spies HMH Unit 3, Lesson 15

Daily Lesson 9: CSCOPE recommends using a short grade-appropriate short expository text (class set) Fossil Fish Found! HMH Unit 6, Lesson 29 Daily Lesson 10: CSCOPE recommends using an appropriate short expository text (1 per student) or a collection of grade-appropriate expository texts for student selection In the Days of Missions and Ranchos (Level T) HMH Unit 5, Lesson 23 Rodeo! (Level R) HMH Unit 5, Lesson 23 The Goodnight Loving Trail (Level U) HMH Unit 5, Lesson 23 Blazing a Cattle Trail (Level V) HMH Unit 5, Lesson 23

Weekly Reader Sample Issue: “Special Delivery” http://classroommagazines.scholastic.com//issues/SNWR560912/book#/2

Daily Lesson 11: CSCOPE recommends using a collection of grade-appropriate expository that support brochure research topics

You will want to select a teacher research topic to model, and use a collection of expository texts (you could select The American West or Cowboys and use the texts from the unit to support your topic, or Christmas Around the World and select your own texts; or a topic from science or Social Studies)

Daily Lesson12: No text is required for this lesson; Students will need envelope from Daily Lesson 11

Daily Lesson 13: CSCOPE recommends using a collection of reliable resources on students’ research topics

CSCOPE recommends using collection of resources such as encyclopedias, almanacs, reliable internet sites, online databases, and textbooks on the students’ research topics (minimum of 2 per student)

CSCOPE recommends using collection of resources such as encyclopedias, almanacs, reliable internet sites, online databases, and textbooks on the students’ research topics (minimum of 2 per student)

Daily Lesson 15: CSCOPE recommends using Grade Appropriate expository text on the modeled topic. CSCOPE recommends using Grade-appropriate website with information on the modeled topic. CSCOPE

recommends using collection of resources such as encyclopedias, almanacs, reliable internet sites, online databases, and textbooks on the students’ research topics (minimum of 2 per student) Text depends on topic you selected as your modeled topic. You could select any of the previously read texts if appropriate, or one of your own choices that applies.

Scott Foresman Social Studies The United States: Lesson 3 “The Golden State” p442-445 & AD on p446-447 http://www.prude-ranch.com/

Daily Lesson 14: CSCOPE recommends using an example of reliable resources on the modeled topic (1) (Encyclopedia) CSCOPE recommends using an example of unreliable resources on the modeled topic (1) (Wikipedia)

http://classroommagazines.scholastic.com/issues/SNWR560912/book#/2

http://www.prude-ranch.com/


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Daily Lesson 16: Students will need their research envelopes from Daily Lesson 15. No text required. Daily Lesson 17: CSCOPE recommends using collection of grade-appropriate brochures with a variety of text features (1 copy per student): CSCOPE recommends using collection of grade-appropriate

brochures with a variety of text features from Daily Lesson 14 Writing (minimum 1 per student) http://www.prude-ranch.com/ Daily Lesson 18 CSCOPE recommends using a grade-appropriate expository text with visual/graphic data for modeling and: CSCOPE recommends using a grade-appropriate expository text with visual/graphic

data (class set) Scott Foresman Social Studies The United States: Lesson 1 “The Story of Texas” p430-436 http://www.timeforkids.com/news/meet-trevor-brazile/10876 Daily Lesson 19: CSCOPE recommends using a grade-appropriate example of a table, chart, graph, illustration, diagram, map and/or timeline and a collection of grade-appropriate tables, charts, graphs,

illustrations, diagrams, maps, and timelines from texts for student selection Scott Foresman Social Studies The United States: Lesson 2 “Trails to the West”p 438-441 http://www.prude-ranch.com/

Daily Lesson 20: Teacher created brochure Daily Lesson 21: 2 grade-appropriate procedural texts explaining how to make a craft/art project (1 per student) http://www.artprojectsforkids.org/ http://familyfun.go.com/crafts/crafts-by-type/art-projects/ Daily Lesson 22: 2 grade-appropriate procedural texts from Daily Lesson 21 Shared Reading explaining how to make a craft/art project (1 per student). Materials to complete the craft/project. http://www.artprojectsforkids.org/ http://familyfun.go.com/crafts/crafts-by-type/art-projects/

Daily Lesson 23: 2 grade-appropriate online no-cook recipes from a website with comments http://www.kidactivities.net/category/snacks-no-bake-recipes.aspx http://www.food.com/bb/viewtopic.zsp?t=264065 Daily Lesson 24: 2 grade-appropriate recipes from Daily Lesson 23 Shared Reading (class set of each) and Materials necessary to complete recipes

http://www.kidactivities.net/category/snacks-no-bake-recipes.aspx http://www.food.com/bb/viewtopic.zsp?t=264065

Daily Lesson 25: 2 grade-appropriate instructions to set up a complex board game ( 1 per 4-5 students) and grade-appropriate complex board game and grade-appropriate manual to play a computer game or a board game (( 1 per 4-5 students) grade appropriate directions for a science experiment (( 1 per 4-5 students) Materials for science experiment( 1 per 4-5 students) grade appropriate recipe( 1 per 4-5 students) grade appropriate directions for an art project ( 1 per 4-5 students) Materials for art project ( 1 set of materials per 4-5 students)


http://www.timeforkids.com/news/meet-trevor-brazile/10876



http://www.artprojectsforkids.org/

http://familyfun.go.com/crafts/crafts-by-type/art-projects/

http://www.artprojectsforkids.org/

http://familyfun.go.com/crafts/crafts-by-type/art-projects/

http://www.kidactivities.net/category/snacks-no-bake-recipes.aspx

http://www.food.com/bb/viewtopic.zsp?t=264065

http://www.kidactivities.net/category/snacks-no-bake-recipes.aspx

http://www.food.com/bb/viewtopic.zsp?t=264065

Midland ISD ELAR Scope and Sequence Grade 5 Unit 3 ......Grade 5 Unit 3-Reading to Understand...

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Transcript of Midland ISD ELAR Scope and Sequence Grade 5 Unit 3 ......Grade 5 Unit 3-Reading to Understand...