5th GRADE SCOPE/SEQUENCE

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CHECK BACK IN AUGUST!!!!

This is a rough outline that I created to try to follow for the 2017/2018 school year.  I wanted to be sure that I correctly and thoroughly addressed the Common Core State Standards for  Reading Foundational Skills, Reading Literature, and Reading Informational Texts.  All of the standards are represented here, and many repeat.  This guide will assist me with my Student and Teacher Assistance Team meetings, it can help me better track progress of my students, and parents can review each month's learning or prepare their child for the next month.  This may not follow exactly what the classroom teacher is doing at these exact times ~ I pull students from many different classrooms together ~ but that's okay.  All standards must be covered,  and learning does not occur in a vacuum ~ children bring in different experiences and make different connections all of the time!  :)

September

October

November

December

January

February

March

April

May

June

 

 

welcoming-september-and-the-new-school-and-office-year-some-R1Kx9N-clipartApproximately 14 reading group days.

THE STUDENTS WILL BE ABLE TO:

  • Demonstrate understanding of finding the main idea by doing a grade level packet.
  • Read Wonder by Palacio.
  • Define roots:  aqua, bio, gen, mater, spec ~ Unit 1 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)
  • Divide words with the closed syllable type:  vc/cv and with blends vc/ccv.

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

October400

Approximately 19 reading group days.

THE STUDENTS WILL BE ABLE TO:

  • Demonstrate understanding of using context clues to determine the meaning of words by completing a grade level packet.
  • Continue reading Wonder.  Complete book by 10/31/17. 
  • Define roots:  cogn, loc, nat, ped, sign ~ Unit 2 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and roots:  ped, numer, liber from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

 

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 5th Grade Strands

month-of-november-turkey

Approximately 16 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of making predictions by completing a grade level packet.
  • Read Auggie & Me ~ Three Wonder Stories by Palacio.
  • Define roots:  aud, struct, vis, photo, therm ~ Unit 3 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and roots:  clar, dict from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)

5.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6.Describe how a narrator’s or speaker’s point of view influences how events are described.

 

4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

5.Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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Approximately 14 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of drawing conclusions by completing a grade level packet.
  • Complete Auggie & Me ~ Three Wonder Stories vacation.
  • Define roots:  act, mem, tact, cycl, graph ~ Unit 4 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and mech, meter, path from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 5th Grade Strands

  • Reading Standards for Literature (RL)

     

7.Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

8.(Not applicable to literature)

9.Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Reading Standards for Informational Text (RI)

7.Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8.Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9.Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

January400

Approximately 19 reading group days.

  • Demonstrate understanding of inferring by completing a grade level packet.
  • Read The Fighting Ground by Avi.
  • Define roots:  fac, rupt, ast, geo, morph ~ Unit 5 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010) and suffixes:  ist, ic, ation, tion, ism, ent from 240 Vocabulary Words 5th Grade Students Need to Know (Scholastic, 2004)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 5th Grade Strands

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Approximately 15 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Complete The Fighting Ground before vacation.
  • Define roots:  brev, cap, ord, san, phil ~ Unit 6 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)

5.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6.Describe how a narrator’s or speaker’s point of view influences how events are described.

4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

5.Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 

 

 

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Approximately 19 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of figurative language by completing a grade level packet.
  • Close reading of short selections to prepare for MCAS. 
  • Define roots:  log, max, pel, strict, nov ~ Unit 7 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Informational Text (RI)

7.Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8.Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9.Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

download

Approximately 12 reading group days.

THE STUDENT WIL BE ABLE TO:

  • Demonstrate understanding of following directions by completing a grade level packet.
  • Continue close reading of short stories to prepare for MCAS. 
  • Define roots:  mand, min, neg, orig, trib ~ Unit 8 of Greek & Latin Roots Vocabulary Packets (Scholastic, 2010)

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA 5th Grade Strands

free-month-clip-art-may-clipart-600_361

Approximately 19 reading group days.

THE STUDENT WILL BE ABLE TO:

  • Demonstrate understanding of cause and effect by completing a grade level packet.
  • Define prefixes:  retro, ir, mal, inter, ab, bi, com, il, hydro, mono from Lesson 22 and 23 from 240 Vocabulary Words 5th Grade Kids Need to Know (Scholastic 2004).

Reading Standards for Foundational Skills (RF)

  1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  2. Read with sufficient accuracy and fluency to support comprehension. 

a.  Read on-level text with purpose and understanding.

b.  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)

5.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6.Describe how a narrator’s or speaker’s point of view influences how events are described.

4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

5.Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 

 

june-summer-month-clip-art-june-summer-month-image

Approximately 5 reading group days ~ if there are no snow days.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

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