View
12
Download
0
Category
Preview:
Citation preview
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
Wh
ole
Gro
up
Read
ing
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.
Establish purposes for reading selected text’s based upon own or others desired outcome (Fig19A)
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.
Monitor and adjust comprehension (Fig19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
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)
Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order (5.11A)
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
Reso
urc
es
CS
CO
PE
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/
search/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 2 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 3 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 4 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Te
ach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
2
Whole Group Word Study
Day 1 Day 2 Day 3 Day 4
Wo
rd S
tud
y
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)
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 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)
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 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
Reso
ur
ces
C
SC
OP
E Unit 3, Exemplar Lesson 1
Word Study, Day 1 http://www.mycscope.us/module/content/s
earch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 3 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 4 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Te
ach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
3
Whole Group Writing
Day 1 Day 2 Day 3 Day 4
Wri
tin
g
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)
Create multi-paragraph essays to
convey information about the topic that
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
convey information about the topic that
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
Reso
urc
es
CS
CO
PE
Unit 3; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/s
earch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 1, Writing Day 2 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3: Exemplar Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 1, Writing Day 4 http://www.mycscope.us/module/content/sear
ch/item/673367/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.
Teach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
4
Whole Group Reading
Day 5 Day 6 Day 7 Day 8
Genre Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Wh
ole
Gro
up
Read
ing
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)
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.
Monitor and adjust comprehension (Fig19C)
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)
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
Monitor and adjust comprehension (Fig19C)
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)
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
Monitor and adjust comprehension (Fig19C)
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
Reso
urc
es
CS
CO
PE
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.
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
5
Unit 3, Exemplar Lesson 1 Shared Reading, Day 5 http://www.mycscope.us/module/content/
search/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 6 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 7 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 8 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Te
ach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
6
Whole Group Word Study
Day 5 Day 6 Day 7 Day 8
Wo
rd S
tud
y
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)
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 Greek Roots (e.g.
tele, photo, graph, meter)(5.22Bi)
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)
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 Greek Roots (e.g.
tele, photo, graph, meter)(5.22Bi)
Students review and 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)
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 Greek Roots (e.g.
tele, photo, graph, meter)(5.22Bi)
Students spell words with Latin roots and determine the meaning of words with these Latin roots
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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
Reso
ur
ces
CS
CO
PE
Unit 3, Exemplar Lesson 1 Word Study, Day 5 http://www.mycscope.us/module/content/s
earch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 6 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 7 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 8 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Te
ach
er
No
tes *Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
7
Whole Group Writing
Day 5 Day 6 Day 7 Day 8
Wri
tin
g
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)
Create multi-paragraph essays to convey
information about the topic that include
specific facts, details, and examples in an
appropriately organized structure
(5.18Aiii)
Create multi-paragraph essays to convey
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)
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)
Create multi-paragraph essays to convey
information about the topic that include
specific facts, details, and examples in an
appropriately organized structure (5.18Aiii)
Create multi-paragraph essays to convey
information about the topic that use a
variety of sentence structures and
transitions to link paragraphs (5.18Aiv)
Use transitional words (5.20Aviii)
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)
Create multi-paragraph essays to convey
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)
Create multi-paragraph essays to convey
information about the topic that present
effective introductions and concluding
paragraphs (5.18Ai)
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)
Create multi-paragraph essays to convey
information about the topic that include
specific facts, details, and examples in an
appropriately organized structure (5.18Aiii)
Create multi-paragraph essays to convey
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)
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
Reso
urc
es
CS
CO
PE
Unit ; Exemplar Lesson 1, Writing Day 5 http://www.mycscope.us/module/content/se
arch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 1, Writing Day 6 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 1, Writing Day 7 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 1, Writing Day 8 http://www.mycscope.us/module/content/sear
ch/item/673367/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.
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
8
Teach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
9
Whole Group Reading
Day 9 Day 10 Day 11 Day 12
Genre Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Wh
ole
Gro
up
Read
ing
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
Make inferences about text and use textual evidence to support understanding (Fig19D)
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)
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
Monitor and adjust comprehension (Fig19C)
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Fig19E)
Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order (5.11A)
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)
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic (5.23A)
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
Ask literal, interpretive, evaluative, and universal questions of text(Fig19B)
Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic (5.23A)
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
Reso
urc
es
CS
CO
PE
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 9 http://www.mycscope.us/module/content/
search/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 10 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 11
http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Shared Reading, Day 12 http://www.mycscope.us/module/content/search/i
tem/673368/viewdetail.ashx
Te
ach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
10
Whole Group Word Study
Day 9 Day 10 Day 11 Day 12
Wo
rd S
tud
y
Students spell words with Latin roots and determine the meaning of words with these Latin roots
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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)
Students spell words with Latin roots and determine the meaning of the words with these Latin roots.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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)
Students spell words with Latin roots and determine the meaning of words with these Latin roots.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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)
Students spell words with Latin roots and determine the meaning of words with these Latin roots.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 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
Reso
urc
es
CS
CO
PE
Unit 3, Exemplar Lesson 1 Word Study, Day 9 http://www.mycscope.us/module/content/s
earch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 1 Word Study, Day 10 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 11 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 12 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Te
ach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
11
Whole Group Writing
Day 9 Day 10 Day 11 Day 12
Wri
tin
g
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 transitional words (5.20Aviii)
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.
Create multi-paragraph essays to
convey information about the topic that
present effective introductions and
concluding paragraphs (5.18Ai)
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)
Create multi-paragraph essays to
convey information about the topic that
include specific facts, details, and
examples in an appropriately
organized structure (5.18Aiii)
Create multi-paragraph essays to
convey information about the topic that
use a variety of sentence structures
and transitions to link paragraphs
(5.18Aiv)
Students generate ideas for an
expository brochure.
Plan a first draft (5.15A)
Students generate ideas for an expository brochure.
Plan a first draft (5.15A)
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
Reso
urc
es
CS
CO
PE
Unit 3; Exemplar Lesson 1, Writing Day 9 http://www.mycscope.us/module/content/s
earch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 1, Writing Day 10 http://www.mycscope.us/module/content/sear
ch/item/673367/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 11 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 12 http://www.mycscope.us/module/content/sear
ch/item/673368/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.
Teach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
12
Whole Group Reading
Day 13 Day 14 Day 15 Day 16
Genre Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Text
Wh
ole
Gro
up
Read
ing
Students synthesize and make logical connections between ideas within a text.
Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic (5.23A)
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)
Students analyze how the organizational pattern of a text influences the relationships of the ideas.
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)
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)
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
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
13
Reso
urc
es
CS
CO
PE
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 13 http://www.mycscope.us/module/content/
search/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 14 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 15 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 16 http://www.mycscope.us/module/content/search/i
tem/673368/viewdetail.ashx
Te
ach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
14
Whole Group Word Study
Day 13 Day 14 Day 15 Day 16
Wo
rd S
tud
y
Students spell words with Latin roots and determine the meaning of words with Latin roots.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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)
Students spell words with Greek suffixes and determine the meaning of words with Greek suffixes.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 Greek suffixes (e.g. –ology, -phobia, -ism, -ist)(5.22Biii)
Students spell words with Greek suffixes and determine the meaning of words with Greek suffixes.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 Greek suffixes (e.g. –
ology, -phobia, -ism, -ist)(5.22Biii)
Students spell words with Greek suffixes and determine the meaning of words with Greek suffixes.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 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
Reso
urc
es
CS
CO
PE
Unit 3, Exemplar Lesson 2 Word Study, Day 13 http://www.mycscope.us/module/content/s
earch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 14 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 15 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 16 http://www.mycscope.us/module/content/search/i
tem/673368/viewdetail.ashx
Te
ach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
15
Whole Group Writing
Day 13 Day 14 Day 15 Day 16
Wri
tin
g
Students generate ideas for an expository brochure.
Plan a first draft (5.15A)
Students plan for their expository brochure by identifying the organization
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)
Use adjectives (e.g. descriptive,
including origins: French windows,
American cars) and their comparative
and superlative forms (e.g. good,
better, best) (5.20Aiii)
Students generate ideas for an expository brochure.
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 )
Students use an appropriate organizational strategy and supporting details to develop a draft.
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)
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
Reso
urc
es
CS
CO
PE
Unit 3; Exemplar Lesson 2, Writing Day 13 http://www.mycscope.us/module/content/s
earch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 14 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 15 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 16 http://www.mycscope.us/module/content/search/i
tem/673368/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.
Teach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
16
Whole Group Reading
Day 17 Day 18 Day 19 Day 20
Genre Expository/Informational Text Expository/Informational Text Expository/Informational Text Expository/Informational Brochure
Wh
ole
Gro
up
Read
ing
Students formulate open-ended research questions to address the research topic.
Monitor and adjust comprehension (Fig19C)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Use multiple text features and graphics to gain an overview of the contents of text and to locate information (5.11D)
Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic (5.23A)
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.
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)
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
Reso
urc
es
CS
CO
PE
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 17 http://www.mycscope.us/module/content/
search/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 18 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 19 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Shared Reading, Day 20 http://www.mycscope.us/module/content/search/
item/673368/viewdetail.ashx
Te
ach
er
No
tes
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
17
Whole Group Word Study
Day 17 Day 18 Day 19 Day 20
Wo
rd S
tud
y
Students spell words with Greek suffixes and determine the meaning of words with Greek suffixes.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 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.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 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.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 derived suffixes
(e.g. –able, -ible, -ance, -ence)
(5.22Biv)
Students determine the meaning of words with Greek and Latin roots and suffixes.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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)
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
Reso
urc
es
CS
CO
PE
Unit 3, Exemplar Lesson 2 Word Study, Day 17 http://www.mycscope.us/module/content/s
earch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 18 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 19 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3, Exemplar Lesson 2 Word Study, Day 20 http://www.mycscope.us/module/content/search/i
tem/673368/viewdetail.ashx
Teach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
18
Whole Group Writing
Day 17 Day 18 Day 19 Day 20
Wri
tin
g
Students use an appropriate organizational strategy and supporting details to develop a draft
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)
Compiles important information from multiple sources (5.26A)
Students revise their drafts and use text features and graphics to inform.
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)
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)
Compiles important information from multiple sources (5.26A)
Students edit for spelling, punctuation,
grammar, and capitalization
Edit drafts for grammar, mechanics, and spelling (5.15D)
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 indefinite pronouns (e.g. all, both, nothing, anything) (5.20Avi)
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)
Use capitalization for organizations (5.21Aiii)
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)
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)
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings (5.22D)
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
Reso
urc
es
CS
CO
PE
Unit 3; Exemplar Lesson 2, Writing Day 17 http://www.mycscope.us/module/content/s
earch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 18 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 19 http://www.mycscope.us/module/content/sear
ch/item/673368/viewdetail.ashx
Unit 3; Exemplar Lesson 2, Writing Day 20 http://www.mycscope.us/module/content/search/i
tem/673368/viewdetail.ashx
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
19
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.
Te
ac
he
r
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
20
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)
Wh
ole
Gro
up
Read
ing
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)
Interpret factual or quantitative
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
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Fig19E)
Make inferences about text and use textual evidence to support understanding (Fig19D)
Interpret details from
procedural text to complete a
task, solve a problem, or
perform procedures(5.13A)
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.
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)
Use multiple text features and
graphics to gain an overview of
the contents of text and to
locate information(5.11D)
Interpret details from
procedural text to complete a
task, solve a problem, or
perform procedures(5.13A)
Interpret factual or quantitative
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.
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Fig19E)
Interpret details from
procedural text to complete a
task, solve a problem, or
perform procedures(5.13A)
Students make connections between ideas across various texts
Monitor and adjust
comprehension (Fig19C)
Make inferences about
text and use textual
evidence to support
understanding (Fig19D)
Interpret details from
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
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
21
Reso
urc
es
CS
CO
PE
Note: 2 grade-appropriate
procedural texts explaining how
to make a craft/art project (1 per
student)
Note: 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.
Note: 2 grade-appropriate online
no-cook recipes from a website
with comments
Note: 2 grade-appropriate
recipes from Daily Lesson 23
Shared Reading (class set of
each)and Materials necessary to
complete recipes
Note: 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)
Unit 3, Exemplar Lesson 2 Shared Reading Day 21 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.as
hx
Unit 3, Exemplar Lesson 2 Shared Reading Day 22 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.as
hx
Unit 3, Exemplar Lesson 2 Shared Reading Day 23 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.as
hx
Unit 3, Exemplar Lesson 2 Shared Reading Day 24 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.as
hx
Unit 3, Exemplar Lesson 2 Shared Reading Day 25 http://www.mycscope.us/modul
e/content/search/item/673359/vi
ewdetail.ashx
Te
ach
er
No
tes *Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
22
Whole Group Word Study
Day 21 Day 22 Day 23 Day 24 Day 25
Wo
rd S
tud
y
Students spell words with Greek and Latin roots and affixes.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 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)
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.
Determine the meaning of grade-level academic English words derived from Latin, Greed, or other linguistic roots and affixes (5.2A)
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 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.
Use context (e.g. in-sentence
restatement ) to determine or
clarify the meaning of
unfamiliar or multiple
meaning words (5.2B)
Students use a dictionary to determine word meanings, syllabication, pronunciations, alternative word choices, and parts of speech.
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 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)
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)
Reso
urc
es
CS
CO
PE
Unit 3, Exemplar Lesson 3 Word Study, Day 21 http://www.mycscope.us/module/co
ntent/search/item/673359/viewdetail
.ashx
Unit 3, Exemplar Lesson 3 Word Study, Day 22 http://www.mycscope.us/module/c
ontent/search/item/673359/viewdet
ail.ashx
Unit 3, Exemplar Lesson 3 Word Study, Day 23 http://www.mycscope.us/module/co
ntent/search/item/673359/viewdetail
.ashx
Unit 3, Exemplar Lesson 3 Word Study, Day 24 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.as
hx
Unit 3, Exemplar Lesson 3 Word Study, Day 25 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.ash
x
Teach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
23
Whole Group Writing
Day 21 Day 22 Day 23 Day 24 Day 25
Wri
tin
g
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)
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)
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 adjectives (e.g. descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g. good, better, best) (5.20Aiii)
Use indefinite pronouns (e.g. all, both, nothing, anything) (5.20Avi)
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.
Edit drafts for grammar, mechanics, and spelling (5.15D)
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 capitalization for organizations (5.21Aiii)
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)
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)
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)
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)
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 adjectives (e.g. descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g. good, better, best) (5.20Aiii)
Use indefinite pronouns (e.g. all, both, nothing, anything) (5.20Avi)
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 Edit drafts for grammar, mechanics,
and spelling (5.15D)
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 capitalization for organizations (5.21Aiii)
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)
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)
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings (5.22D)
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
24
Reso
urc
es
CS
CO
PE
Unit 3; Exemplar Lesson 3, Writing Day 21 http://www.mycscope.us/module/conte
nt/search/item/673359/viewdetail.ashx
Unit 3; Exemplar Lesson 3, Writing Day 22 http://www.mycscope.us/module/
content/search/item/673359/view
detail.ashx
Unit 3; Exemplar Lesson 3, Writing Day 23 http://www.mycscope.us/module/co
ntent/search/item/673359/viewdetail
.ashx
Unit 3; Exemplar Lesson 3, Writing Day 24 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.as
hx
Unit 3; Exemplar Lesson 3, Writing Day 25 http://www.mycscope.us/module/cont
ent/search/item/673359/viewdetail.ash
x
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.
Teach
er
No
tes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
25
Whole Group Reading
Day 26 Day 27
Wh
ole
Gro
up
Read
ing
This blank day may be placed
anywhere within the unit, as needed Unit Assessment
Reso
urc
es
CS
CO
PE
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
26
Whole Group Word Study
Day 26 Day 27
Wo
rd S
tud
y This blank day may be placed anywhere
within the unit, as needed Unit Assessment
Reso
u
rces
CS
CO
PE
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
27
Whole Group Writing
Day 26 Day 27
Wri
tin
g
This blank day may be placed anywhere within the unit, as needed Unit Assessment
Reso
urc
es
CS
CO
PE
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
28
Gu
ide
d
Read
ing/
Sm
all
Gro
up
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
ep
en
den
t
Read
ing
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
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
29
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
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
30
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)
MIDLAND ISD Scope & Sequence Grade 5 ELA –Unit 3-Reading to Understand Informational Text
31
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)
Recommended