KISD Fifth Grade LA/SS Scope and Sequence Second Nine Weeks
Revised Summer 2006
Click on any link below to go to that section.
Week 10Exploration & Colonization / Week 11
American Revolution / Week 12
American Revolution / Week 13
American Revolution / Week 14
American Revolution
Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments
Week 15
American Revolution / Week 16
American Revolution / Week 17
Constitution & Government / RESOURCE
LINKS
Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Shared Reading
Vocabulary Development
Guided Reading
Literacy Centers
Read Aloud
Writing
District Assessments / Character Cube
Nine Weeks Breakdown
Read Aloud Suggested Titles
Weekly Geography
Timeline / SS Unit / Enduring Understandings
Week 10 / Exploration and Colonization / Exploration alters past, present, and future cultures.
Colonization reflects the diversity in ways of life in North America.
Merging cultures create social, political, and economic change.
People may migrate for religious, political, or economic reasons.
Oppressors may force migration and relocation of cultural groups.
Communities develop social, economic, and politic structures to create order, to establish interaction patterns, and to manage growth and development.
SHARED READING WEEK 10 BACK
It is essential to teach the Shared Reading TEKS listed. Pick and choose from the suggested texts to use in your shared reading lessons this week. Remember that you do NOT have to read all pages listed for a text in one shared reading session. Select passages that will best help you model the TEKS. You may choose another text from a content area like social studies or science or a trade book to use instead of the texts listed. The bottom line is the TEKS must be taught but teachers may choose texts based on their students’ needs and interests. Use data from Reading CBA #1 to determine TEKS that need special emphasis with your students this nine weeks.
5.10g paraphrase and summarize text to recall, inform, or organize ideas (4-8)
Þ Region 4 TAKS Reading Preparation Grade 5, pp. 32-33: Summarization Lesson
Þ Use Harcourt Horizons Vol. 1 Unit 2 Chapter 4 Lesson 2, pp. 150-155: New France as the expository text for this lesson
5.12H analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8)
Þ Region 4 TAKS Reading Preparation Grade 5, pp. 42-47: Characterization Lesson
Þ Use McGraw-Hill Sailboat Unit 2, pp. 224-238: Dear Mr. Henshaw as the narrative text for this review lesson.
5.2C distinguish between the speaker's opinion and verifiable fact (4-8)
5.10j distinguish fact and opinion in various texts (4-8)
§ McGraw-Hill Sailboat Unit 3, pp. 258-269: The Marble Champ
IMPORTANT! The McGraw-Hill reading series teaches fact versus nonfact. The TEKS specify fact versus opinion. There is a big different between the two. Facts are statements that can be proven true. Opinions are statements that express judgments or ideas. Opinions cannot be proven true or false. Opinions are always open to debate. Teach students to recognize opinion words such as think, believe, suggest, probably, perhaps, usually, good bad, best, worst, most, beautiful, dangerous, etc.
§ As the teacher reads, stop to discuss opinions in the story. Think-aloud to show students how to determine if a statement is an opinion.
§ Think-aloud to show students how to recognize facts in the story.
5.11d connect, compare, and contrast ideas, themes, and issues across text (4-8)
§ McGraw-Hill Sailboat Unit 3, p. 273D: Connecting Texts
VOCABULARY DEVELOPMENT WEEK 10 BACK
5.9b draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5)
5.9c use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8)
5.9d determine meanings of derivatives by applying knowledge of meanings of root words such as like, pay, or happy & affixes such as dis-, pre-, & un-
5.9e study word meanings systematically such as across curricular content areas and through current events (4-8)
Use words from shared reading selections for vocabulary. Words need to include both content related words, “meaty” adjectives and adverbs that students may encounter in other reading, and commonly misspelled words observed in students’ writing.
Þ Play Rivet daily. Continue to add words to the Working With Words Center.
Þ Suggested resources for other activities:
o Phonics They Use by Patricia Cunningham
o Month-by-Month Phonics by Patricia Cunningham
o Making Bigger Words by Patricia Cunningham
LITERACY CENTERS WEEK 10 BACK
Listening Center
5.3a listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8)
Selections found in Harcourt Horizons
If We Should Travel pp. 14-15 Squish! A Wetland Walk p. 98
Anasazi p. 98 Earth Always Endures p. 98
San Salvador pp 102-103 If You Were There in 1492 p. 178
The Silk Route: 7000 Miles of History p. 178 The History News: Explorers p. 178
Reading Center
5.7 The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to:
5.7a read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (5)
5.7f read silently with increasing ease for longer periods (4-8)
Social Studies Center
TEKS for this center will vary depending upon the projects the students will work on in this center.
Writing Center
5.15C write to inform such as to explain, describe, report, and narrate
Þ Colonial newspaper (Ideas & Content)
5.5B demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information
Þ Colonial Travel Poster (Ideas & Content) “Come To The Colonies”
Working With Words Center
5.9 The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:
5.9c use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8)
5.9d determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, and un-
5.9e study word meanings systematically such as across curricular content areas and through current events (4-8).
GUIDED READING WEEK 10 BACK
5.7B read regularly in instructional-level materials that are challenging but manageable
5.7C demonstrate characteristics of fluent and effective reading
5.7D adjust reading rate based on purposes for reading
5.7E read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners
5.7F read silently with increasing ease for longer periods
Þ Choose books for each group based on the needs of the students. The McGraw-Hill leveled books may not be appropriate for guided reading.
WRITING WEEK 10 BACK
5.18d use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8)
Word Choice
Þ Grade 5 Write Traits Classroom Kit Teacher’s Guide pp. 56-73Þ Grade 5 Write Traits Classroom Kit Student Traitbook pp. 58-71
READ ALOUD WEEK 10 BACK
5.9a develop vocabulary by listening to selections read aloud
Þ Use this time to read picture books and novels that relate to the social studies topic and/or enduring understandings listed for this nine weeks.
Þ For a list of suggested titles see Resource links and Harcourt Horizons Vol. 1, p. 99D
DISTRICT ASSESSMENT WEEK 10 BACK
Required assessments to be completed during this nine weeks:
Þ Rigby Benchmark Assessments
Þ Reading CBA # 2 (Curriculum-Based Assessment): date TBA
Þ Student writing sample
Timeline / SS Unit / Enduring Understanding
Week 11 / Conflict:
The American Revolution / Revolutions lead to change.
Conflict leads to revolution and the creation of a new nation
SHARED READING WEEK 11 BACK *Tested on TAKS
It is essential to teach the Shared Reading TEKS listed. Pick and choose from the suggested texts to use in your shared reading lessons this week. Remember that you do NOT have to read all pages listed for a text in one shared reading session. Select passages that will best help you model the TEKS. You may choose another text from a content area like social studies or science or a trade book to use instead of the texts listed. The bottom line is the TEKS must be taught but teachers may choose texts based on their students’ needs and interests.
*5.12A
*5.12H
*5.9B
*5.11d / judge the internal consistency or logic of stories and texts such as "Would this character do this?” "Does this make sense here ?" (4-5)
analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8)
draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5)
connect, compare, and contrast ideas, themes, and issues across text (4-8)
Review Region 4 TAKS Reading Preparation Grade 5 TE, pp. 42-45: Characterization Lesson
For more information see Guiding Readers and Writers by Fountas & Pinnell, pp. 441-443: Using Graphic Organizers to Understand Characters
Suggested texts:
McGraw-Hill Sailboat Unit 1 pp. 65A-65C:
Þ The Eye of the Hurricane
Þ The Mystery of the Mary Celeste
Þ The Breadfruit Mutiny
Other resources:
McGraw-Hill Sailboat Unit 1 pp. 96A-96B: Review Story Elements (focus on character 5.12H)
NOTE: The McGraw-Hill Reading series does not actually teach 5.12A. The teacher will need to model this process & discuss this with students many times.
McGraw-Hill Sailboat Unit 1 pp. 93i-93j: Review Context Clues
McGraw-Hill Sailboat Unit 1 p. 65D: Connecting Texts
Suggested lesson:
Show a film based on a book. Choose a film/book that has vivid characters and many colloquial language phrases or much figurative language. Choose passages from the book to use in shared reading that focus on characterization, character logic, and figurative language.
VOCABULARY DEVELOPMENT WEEK 11 BACK
5.9b
5.9c
5.9d
5.9e / draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5)
use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8)
determine meanings of derivatives by applying knowledge of meanings of root words such as like, pay, or happy & affixes such as dis-, pre-, & un-
study word meanings systematically such as across curricular content areas and through current events (4-8)
Þ Play Rivet daily. Continue to add words to the Working With Words Center.
Þ Discuss the unique language of characters from the shared reading selection to extend vocabulary
GUIDED READING WEEK 11 BACK
5.7B
5.7C
5.7D
5.7E
5.7F / read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a “typical” 5th grader reads approximately 100 wpm)
demonstrate characteristics of fluent and effective reading
adjust reading rate based on purposes for reading
read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners
read silently with increasing ease for longer periods
Þ If appropriate for a group, focus discussion on characters, their behaviors, and unique language such as colloquial expressions.
LITERACY CENTERS WEEK 11 BACK Centers will continue for duration of topic. Suggested activities are provided.
Reading Center
5.7A read regularly in independent – level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader)5.7D adjust reading rate based on purposes for reading
5.7F read silently with increasing ease for longer period
Writing Center
5.13E summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts5.15C write to inform such as to explain, describe, report, and narrate
v Activity: Short reports of your choice on index cards (Ideas)
5.11B interpret text ideas through such varied means as journal writing, discussion, enactment, and media
5.13G draw conclusions from information gathered from multiple sources
5.15A write to express, discover, record, develop, reflect on ideas, and to problem solve
5.15E exhibit an identifiable voice in personal narratives and in stories
v Activity: Journal entry of life as a soldier during the Revolutionary War (Voice)
5.15A write to express, discover, record, develop, reflect on ideas, and to problem solve
5.15C write to inform such as to explain, describe, report and narrate
v Activity: News script for one important event during this time period (Ideas) (Organization)
5.15A write to express, discover, record, develop, reflect on ideas, and to problem solve
5.15B write to influence such as to persuade, argue, and request
v Activity: Students pretend to be a soldier in the Revolutionary War and write a letter back to their home. (Organization) (Sentence Fluency)
5.12H analyze characters, including traits, motivations, conflicts, points of view, relationships, and changes they undergo
v Activity: Character sketch: pick a character from one of your stories (Ideas)
5.10I find similarities and differences across texts such as in treatment, scope, or organization
5.10L represent text information in different ways such as in outline, timeline, or graphic organizer
v Activity: Compare/Contrast indentured servants and slaves using a Venn Diagram (Ideas)
5.13C use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions
5.13E summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts
v Activity: Students work in groups to research the reason colonies were developed and report to the classo Harcourt Horizons Vol. 1, pp. 187-204: English Colonies
o Harcourt Horizons Vol. 1, pp. 209-227: Middle Atlantic Colonies