SCOPE & SEQUENCE

Detailed

Create Your Story!

GRADE 5
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 SCOPE & SEQUENCE
Detailed

Grade 5
Unit 1: Journeys . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2: Observations . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3: Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4: Liberty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5: Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

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 Grade 5, Unit 1 Unit Theme: SOCIAL STUDIES: Essential Question: How do journeys change us?
EXPLORATION (Geography) Journeys Genre: Informational Text

READING
Unit Reading Goal: I know about different types of informational text and understand their structures and features.
Weekly Launch Weekly Weekly Reading Genre Texts Close Read Skills Reflect and Share
Vocabulary Learning Goal
Week 1 Question: What citizens I can learn more about Spotlight Shared Read: “The Path to Paper Son” by Grant Din and “Louie Share Kim, Analyze Main Ideas • Talk About It: Opinion
motivates people to immigration informational texts and read on Genre: Paper Son” by Barbara D. Krasner Cobblestone Magazine and Details Use Text • Respond to the Weekly
leave a place they call opportunity a text that helps me analyze Informational Text Book Club: Journeys in Time: A New Atlas of American History by Susan Buckley Evidence Question: Written Response
home? processing main ideas and details in an Feature: My Notes and Elspeth Leacock
Text: Infographic admitted informational text.
Week 2 Question: What can astrobiologists I can learn more about Spotlight Shared Read: from Life On Earth and Beyond by Pamela S. Turner Analyze Text Features • Write to Sources: Response
scientists discover by microbes informational texts and on Genre: Book Club: Journeys in Time: A New Atlas of American History by Susan Buckley Make Inferences to informational text
traveling to distant colony read a text that helps me Informational Text and Elspeth Leacock • Respond to the Weekly
places? sensors analyze text features in an Feature: Establish Question: Oral Response
Text: Infographic radiation informational text. a Purpose
rovers
Week 3 Question: What can tide I can learn more about Genre: Historical Shared Read: Pedro’s Journal by Pam Conrad Understand Point • Write to Sources : Opinion
people learn from course the theme journeys by Fiction Book Club: Journeys in Time: A New Atlas of American History by Susan Buckley of View • Respond to the Weekly
visiting unknown leagues reading a text that helps me Feature: Fluency and Elspeth Leacock Use Text Evidence Question: Oral Response
lands? fathoms understand point of view in
Text: Map jaunts historical fiction.

Week 4 Question: What peering I can learn more about Genre: Poetry Shared Read: “A Map and a Dream” by Karen O’Donnell Taylor and Explain Sound • Write to Sources: Response
inspires people to start via the theme journeys by Feature: My Notes “Learning the World” by Kristine O’Connell George and Devices and to literature
a journey? traversed reading a text that helps “Latitude Longitude Dreams” by Drew Lamm and James Hildreth are all from Got Figurative Language • Respond to the Weekly
Text: Poem girth me explain poetry by using Geography, Visualize Question: Oral Response
intersecting sound devices and figurative “Early Explorers” by Marilyn Singer
language. Book Club: Journeys in Time: A New Atlas of American History by Susan Buckley
and Elspeth Leacock
Week 5 Question: How can inspired I can learn more about Spotlight Shared Read: Picturesque Journeys by Yanitzia Canetti Analyze Text • Talk About It: Opinion
new places change the express informational texts and on Genre: Book Club: Journeys in Time: A New Atlas of American History by Susan Buckley Structure • Respond to the Weekly
way a person sees the exhibit read a text that helps me Informational Text and Elspeth Leacock Make and Confirm Question: Written Response
world? imitated analyze text structure in an Feature: Make Predictions
Text: Media compositions informational text. Predictions

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing informational texts.
Academic Vocabulary Words: insight, wandered, passage, adventure, curious
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 1 I can develop knowledge Strategy: Skill: Suffixes -ic, Author’s Purpose Skill: Suffixes -ic, 1. heroic 6. dramatic 11. organism 16. deflective 1. possessive Simple
about language to make Related Words -ism, -ive -ism, -ive 2. heroism 7. artistic 12. capitalism 17. executive 2. aerobic Sentences
connections between reading 3. comic 8. historic 13. federalism 18. perspective 3. athleticism
an informational text and 4. atomic 9. tourism 14. secretive 19. narrative
writing a personal narrative. 5. kinetic 10. realism 15. defensive 20. representative
Week 2 I can develop knowledge Strategy: Skill: Greek Roots Text Features Skill: Greek Roots 1. chronology 6. symmetry 11. photocell 16. geology 1. psychology Independent
about language to make Synonyms and chron, meter, photo, chron, meter, 2. chronological 7. odometer 12. photogenic 17. geocentric 2. photosynthesis and
connections between reading Antonyms bio, geo, logy photo, bio, geo, 3. chronic 8. parameter 13. biosphere 18. geometric 3. anachronism Dependent
an informational text and logy 4. synchronize 9. photon 14. symbiotic 19. ecology Clauses
writing a personal narrative. 5. speedometer 10. photocopy 15. geography 20. meteorology

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading and writing informational texts.
Academic Vocabulary Words: insight, wandered, passage, adventure, curious
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 3 I can develop knowledge Strategy: Skill: Vowel Teams Voice Skill: Vowel 1. bayonet 6. royalty 11. zeal 16. allowance 1. scoundrel Compound
about language to make Context Clues Teams 2. committee 7. embroider 12. zealous 17. concealment 2. endowment and Complex
connections between reading 3. leukemia 8. nautical 13. typhoon 18. treachery 3. endeavor Sentences
historical fiction and writing 4. cowardice 9. gauntlet 14. marshmallow 19. approach (include use of
a personal narrative. 5. realm 10. treasury 15. flounder 20. proclaim commas)
Week 4 I can develop knowledge Strategy: Skill: Suffixes -able, Imagery Skill: Suffixes 1. advisable 6. justifiable 11. forcible 16. reducible 1. conceivable Common,
about language to make Figurative -ible -able, -ible 2. workable 7. accountable 12. edible 17. compatible 2. incombustible Proper, and
connections between reading Language 3. available 8. considerable 13. credible 18. tangible 3. conceivable Collective
poetry and writing a personal 4. allowable 9. irritable 14. digestible 19. admissible Nouns
narrative. 5. noticeable 10. perishable 15. mandible 20. combustible
Week 5 I can develop knowledge Strategy: Skill: VCe Syllables Figurative Skill: VCe 1. improvise 6. centigrade 11. devastate 16. serene 1. accumulate Regular and
about language to make Parts of language Syllables 2. evaporate 7. elevate 12. liberate 17. provoke 2. eradicate Irregular Plural
connections between reading Speech 3. remote 8. negotiate 13. schedule 18. oppose 3. advertisement Nouns
an informational text and 4. obsolete 9. excavate 14. prosecute 19. appetite
writing a personal narrative. 5. evacuate 10. intervene 15. delete 20. coincide

WRITING
Unit Writing Goal: I can use elements of narrative writing to write a personal narrative.
Unit Writing Genre: Personal Narrative
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Personal Narrative Character Setting and Plot Brainstorm a Topic Planning Your Personal Narrative
Week 2 Develop Elements Develop an Engaging Idea Specific Facts and Details Writing a Good Description About the Narrator Dialogue
Week 3 Develop Structure Introduction Event Sequence Transitions Shifts in Time Conclusion
Week 4 Writer’s Craft Descriptive Adjectives Adverbs Indefinite Pronouns Revise: Adding Ideas for Clarity Revise: Deleting Ideas for Clarity
Week 5 Publish, Celebrate, Assess Revise: Rearranging and Combining Edit for Complete Sentences with Publish and Celebrate Prepare for Assessment Assessment
Ideas for Clarity Subject-Verb Agreement

WEEK 6 INQUIRY and RESEARCH

Theme Goal: I can collaborate with others to determine how journeys change us.
Writing Mode: Argumentative/Opinion
Leveled Research Day 1 Day 2 Day 3 Day 4 Day 5
Articles Introduce the Project and Academic Vocabulary Collaborate and Collaborate and Extend Research/Collaborate and Discuss Celebrate and Reflect
Discuss/Conduct Discuss
Research
Week 6 Title: Culture Shock: Look back at Weekly Questions. Plan Your Research Travelogue pamphlet; Have students write a business letter to a Present
Informational Use text evidence to answer EQ: How do journeys change us? Choose Conduct Online identify cultural, tourist bureau requesting more information
Title: All Aboard!: a country you would like to visit. Research currency, transportation, Research economic, language, about the country they chose. Provide Student
Opinion Title: Ellis Island: culture, language, food, etc. to determine how this journey would food, etc. Model of business letter. Revise for writing
The Immigrant Journey: change your lifestyle. Write an argumentative travel guide convincing mode and clarity.
Informational others to join you. Include map and facts. Edit for language conventions.

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 Grade 5, Unit 2 Unit Theme: SCIENCE: PATTERNS Essential Question: How do we learn through our observations?
(Life Science) Observations Genre: Informational Text

READING
Unit Reading Goal: I know about different types of informational text and understand their structures and features.
Weekly Launch Weekly Weekly Reading Genre Text Close Read Skills Reflect and Share
Vocabulary Learning Goal
Week 1 Question: Why do marine I can learn more about Spotlight Shared Read: from Far from Shore by Sophie WebbBook Club: The Tarantula Analyze Author’s • Talk About It Response to
scientists explore and ecosystem informational text and read on Genre: Scientist by Sy Montgomery Purpose Informational Text
study oceans? flying bridge a text that helps me analyze Informational Text Evaluate Details • Respond to the Weekly
Text: Infographic chlorophyll author’s purpose in an Question: Written Response
nautical informational text.
Week 2 Question: What comeback I can learn more about Spotlight Shared Read: A Place for Frogs by Melissa Stewart Analyze Text • Write to Sources: Response
can people do to native informational text and on Genre: Book Club: The Tarantula Scientist by Sy Montgomery Structure to Informational Text
protect species from a migrating read a text that helps me Informational Text Monitor • Respond to the Weekly
changing environment? restore analyze text structure in an Comprehension Question: Oral Response
Text: Map fungus informational text.
Week 3 Question: How can gingerly I can learn more about Genre: Realistic Shared Read: from Hatchet by Gary Paulsen Analyze Point of • Write to Sources: Response
careful observation ignite the theme observations by Fiction Book Club: The Tarantula Scientist by Sy Montgomery View to Literature
help a person survive? sputtered reading a text that helps me Generate Questions • Respond to the Weekly
Text: Narrative poem painstaking understand point of view in Question: Oral Response
gratified realistic fiction.
Week 4 Question: What can transmitter I can learn more about Spotlight Shared Read: “Tracking Monsters” from Park Scientists by Mary Kay Carson Explain Ideas in Texts • Write to Sources: Opinion
we learn from studying iconic informational text and read on Genre: Book Club: The Tarantula Scientist by Sy Montgomery Make and Confirm • Respond to the Weekly
animals in their natural nocturnal a text that helps me explain Informational Text Predictions Question: Oral Response
habitats? burrows ideas.
Text: Primary source fragmented
Week 5 Question: What are sanctuaries I can learn more about Genre: Shared Read: Let Wild Animals Be Wild by David Bowles Analyze • Talk About It: Opinion
some different ways diminished the theme observations by Argumentative Text Don’t Release Animals Back to the Wild by Rene Saldana, Jr. Argumentative Texts • Respond to the Weekly
in which people can thrive reading a text that helps me Book Club: The Tarantula Scientist by Sy Montgomery Synthesize Question: Written Response
observe and protect unfettered analyze argumentative texts. Information
wildlife? cooperate
Text: Media (video)

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading about informational text and writing persuasive texts.
Academic Vocabulary Words: expert, focus, visible, relate, detect
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 1 I can develop knowledge Strategy: Skill: Open and Graphic Features Skill: Open and 1. agent 6. musical 11. malice 16. topical 1. hypnotizing Subject-Verb
about language to make Related Words Closed Syllables V/CV Closed Syllables V/ 2. recent 7. donut 12. recommend 17. enemy 2. epidemic Agreement
connections between reading and VC/V1 CV and VC/V 3. apex 8. solar 13. energetic 18. honest 3. equinox (Include shifts
an informational text and 4. vital 9. vacation 14. register 19. element in tense)
writing an informational 5. rotate 10. slogan 15. lavish 20. minimum
article.
Week 2 I can develop knowledge Strategy: Skill: Final Stable Author’s Purpose Skill: Final Stable 1. scuffle 6. untangle 11. declare 16. invasion 1. administration Principal Parts
about language to make Synonyms and Syllables -le, -tion, Syllables -le, -tion, 2. article 7. observe 12. declaration 17. collide 2. irrigation of Regular
connections between reading Antonyms -sion -sion 3. ripple 8. observation 13. occupy 18. collision 3. preamble Verbs
an informational text and 4. particle 9. situate 14. occupation 19. extend (present,
writing an informational 5. assemble 10. situation 15. invade 20. extension present
article. participle,
past, past
participle)

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading about informational text and writing persuasive texts.
Academic Vocabulary Words: expert, focus, visible, relate, detect
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 3 I can develop knowledge Strategy: Skill: r-Controlled Voice Skill: r-Controlled 1. armada 6. category 11. external 16. turbulent 1. tarpaulin Principal Parts
about language to make Context Clues Vowels Vowels 2. anarchy 7. conquer 12. cardinal 17. quarter 2. notorious of Irregular
connections between reading 3. guitar 8. partition 13. excursions 18. harmony 3. honorable Verbs
and writing. 4. proportion 9. adversary 14. injury 19. vertex
5. originate 10. guardian 15. majority 20. minority
Week 4 I can develop knowledge Strategy: Skill: Prefixes il-, Author’s Skill: Prefixes il-, 1. logical 6. inadequate 11. passible 16. improbable 1. illumination Perfect Verb
about language to make Figurative in-,im-,ir Message in-,im-,ir 2. illogical 7. offensive 12. impassible 17. rational 2. inefficiency Tenses
connections between reading Language 3. legal 8. inoffensive 13. mobile 18. irrational 3. inexplicable
and writing. 4. illegal 9. accurate 14. immobile 19. replaceable
5. adequate 10. inaccurate 15. probable 20. irreplaceable
Week 5 I can develop knowledge Strategy: Skill: Base Words and Literary device of Skill: Base Words 1. program 6. permitting 11. rely 16. revising 1. preferred Active Voice
about language to make Parts of Speech Endings first-person point and Endings 2. programming 7. involve 12. relies 17. industry 2. committing
connections between reading of view 3. equip 8. involvement 13. theory 18. industries 3. accommodating
argumentative texts and 4. equipped 9. benefit 14. theories 19. conveys
writing an informational 5. permit 10. benefited 15. revise 20. conveying
article.

WRITING
Unit Writing Goal: I can use elements of informational writing to write an informational article.
Unit Writing Genre: Informational Article
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Informational Article Lead Paragraph Details and Photographs Set a Purpose Plan Your Informational Article
Week 2 Develop Elements Develop an Engaging Idea Specific Facts and Concrete Details Definitions and Quotations Other Information and Examples Illustrations, Photos, and Multimedia
Week 3 Develop Structure Introduction Grouping Related Information Transitions Formatting Conclusion
Week 4 Writer’s Craft Precise Language and Domain- Verb Tense Adverbs Edit Simple and Compound Sentences Prepositions and Prepositional
Specific Vocabulary Phrases
Week 5 Publish, Celebrate, Assess Edit for Punctuation Marks Edit for Capitalization Publish and Celebrate Prepare for Assessment Assessment

WEEK 6: INQUIRY and RESEARCH

Theme Goal: I can collaborate with others to explore how we learn through our observations.
Writing Mode: Informational Text
Leveled Research Articles Day 1 Day 2 Day 3 Day 4 Day 5
Introduce the Project and Collaborate and Discuss/Conduct Collaborate and Discuss/Refine Extend Research/Collaborate Reflect and Share
Academic Vocabulary Research Research and Discuss
Week 6 Title: Sights and Sounds in a Forest Look Back at Weekly Questions Plan Your ResearchSearch online Example of a how-to guide Send an Primary and Secondary SourcesRevise Demonstrate one of your survival
Preserve Use text evidence to answer EQ: How (choose a search engine to use email to the National Park Service, for mode of writing and domain- techniques, such as reading a
Title: Do You See What I See? do plants and animals live together? and evaluate the search results) a wilderness guide, a professor, or specific vocabulary. compass, finding the North Star,
Title: Naturally Inspired Scrapbook or other notebook on Annotating Research article someone other expert requesting Edit for language conventions building a fire, etc.
a plant and animal partnership. A information about wilderness survival
relationship that favors both the and clues to look for.
plant and animal.

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 Grade 5, Unit 3 Unit Theme: HUMANITIES: EXPRESSIONS Essential Question: How do the experiences of others reflect our own?
(Arts and Literature) Reflections Genre: Realistic Fiction

READING
Unit Reading Goal: I know about different types of fiction and understand their elements.
Weekly Launch Weekly Weekly Reading Genre Text Close Read Skills Reflect and Share
Vocabulary Learning Goal
Week 1 Question: What can enthusiasm I can learn more about Spotlight on Shared Read: from Love, Amalia by Alma Flor Ada and Gabriel M. Zubizarreta Analyze Characters • Talk About It: Response to
we learn from the shattered realistic fiction and read a Genre: Realistic Book Club: Dear Mr. Henshaw by Beverly Cleary Make Connections Literature
experiences of older reassuring text that helps me analyze Fiction • Respond to the Weekly
generations? encompass characters in realistic fiction. Question: Written Response
Text: Poem inseparable
commissioned poem
with clear characters
Week 2 Question: What are tolerate I can learn more about Spotlight on Shared Read: “A Pet for Calvin” from Dude: Stories and Stuff for Boys by Analyze Plot • Write to Sources:Response
some different ways loamy realistic fiction and read a Genre: Realistic Barbara Robinson Elements to Literature
in which people can wriggled text that helps me analyze Fiction Book Club: Dear Mr. Henshaw by Beverly Cleary Summarize Plot • Respond to the Weekly
reach a goal? quarters plot elements in realistic Elements Question: Oral Response
Text: Infographic tingled fiction.
Week 3 Question: How are quell I can learn more about the Genre: Legend and Shared Read: The Carp by Marie Yuen Explain Literary • Write to Sources: Opinion
the experiences of tactics theme reflections by reading drama The Hermit Thrush by Dana Crum Structure • Respond to the Weekly
people in ancient times persevere a text that helps me explain Book Club: Dear Mr. Henshaw by Beverly Cleary Synthesize Genre Question: Oral Response
similar to those of conscientious literary structure in a drama Information
people in the modern supportive and legend.
world?
Text: Infographic
Week 4 Question: What can vivid I can learn more about Genre: Poetry Shared Read: “Artist to Artist” by Davida Adejouma Explain Figurative • Write to Sources:Response
our families teach us retired the theme Reflections by “Sepia” and “Spruce” from Tan to Tamarind by Malathi Michelle Iyengar Language to Literature
about ourselves? trembles reading poetry. Book Club: Dear Mr. Henshaw by Beverly Cleary Visualize • Respond to the Weekly
Text: Riddle/Poem crinkled Question: Oral Response
melodic
Week 5 Question: How does radically I can learn more about Spotlight on Shared Read: “Life & Art” from The Wright 3 by Blue Balliett Infer Multiple • Talk About It: Opinion
art reflect people’s embodies realistic fiction and read Genre: Realistic Book Club: Dear Mr. Henshaw by Beverly Cleary Themes • Respond to the Weekly
experiences? indivisible a text that helps me infer Fiction Make and Confirm Question: Written Response
Text: Media (video) revolutionary multiple themes in realistic Predictions
ironic fiction.

READING-WRITING BRIDGE
Reading-Writing Bridge Goal:I can use language to make connections between reading and writing fiction.
Academic Vocabulary Words: demonstrate, perspective, recall, appeal, confide
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 1 I can develop knowledge Strategy: Skill:Latin Roots port, Imagery Skill: Latin Roots 1. transportation 6. unpredictable 11. reject 16. dejected 1. valedictorian Prepositions
about language to make Related Words dict, ject, terr port, dict, ject, terr 2. reporter 7. contradict 12. conjecture 17. projectile 2. reportorial and
connections between reading 3. supportive 8. contradiction 13. injection 18. terrarium 3. terrestrial Prepositional
and writing. 4. portage 9. dictator 14. objective 19. subterranean Phrases
5. prediction 10. indictment 15. subjective 20. terrace
Week 2 I can develop knowledge Strategy: Skill: Suffixes -ize, Puns and Skill: Suffixes -ize, 1. pessimist 6. clearance 11. insurance 16. familiarize 1. coincidence Pronouns and
about language to make Synonyms and -ance, -ence, -ist Hyperbole -ance, -ence, -ist 2. optimist 7. brilliance 12. preference 17. memorize 2. pharmacist Antecedents
connections between reading Antonyms 3. physicist 8. performance 13. existence 18. colonize 3. abolitionist
and writing. 4. protagonist 9. appearance 14. coherence 19. sanitize
5. antagonist 10. disappearance 15. influence 20. italicize

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal:I can use language to make connections between reading and writing fiction.
Academic Vocabulary Words: demonstrate, perspective, recall, appeal, confide
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 3 I can develop knowledge Strategy: Skill: Unusual Stereotyping and Skill: Unusual 1. league 6. embarrass 11. epitome 16. dept 1. onomatopoeia Possessive
about language to make Context Clues Spellings Anecdotes Spellings 2. sergeant 7. vague 12. intrigue 17. cordial 2. auxiliary Pronouns
connections between reading 3. yacht 8. anxious 13. villain 18. disguise 3. reminiscent
and writing. 4. fatigue 9. genealogy 14. cantaloupe 19. jeopardy
5. debt 10. queue 15. flood 20. liaison
Week 4 I can develop knowledge Strategy: Skill: Suffixes -ous, Mood Skill: Suffixes 1. jealous 6. numerous 11. victorious 16. suspicious 1. advantageous Indefinite
about language to make Figurative -eous, -ious -ous, -eous, -ious 2. fabulous 7. adventurous 12. obvious 17. cautious 2. impervious and Reflexive
connections between reading Language 3. enormous 8. curious 13. previous 18. courageous 3. mischievous Pronouns
and writing. 4. ridiculous 9. furious 14. precious 19. courteous
5. humorous 10. mysterious 15. vicious 20. miscellaneous
Week 5 I can develop knowledge Strategy: Skill: Syllable Patterns Effect of Point of Skill: Syllable 1. dispel 6. confiscate 11. humane 16. congruent 1. identification Adverbs
about language to make Parts of View Patterns 2. syntax 7. compensate 12. protest 17. defiance 2. contemporaneous
connections between reading Speech 3. selfish 8. indignant 13. profile 18. supreme 3. tranquilize
and writing. 4. dismal 9. insistent 14. diabolic 19. ignite
5. segment 10. crusade 15. museum 20. impede

WRITING
Unit Writing Goal: I can use elements of opinion writing to write an essay.
Unit Writing Genre: Opinion Essay
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Opinion Essay Point of View Reasons and Information Brainstorm a Topic and Opinion Plan Your Opinion Essay
Week 2 Develop Elements Develop an Opinion Develop Reasons Develop Facts and Details Graphic Features Use Technology to Produce Writing
Week 3 Develop Structure Introduction and Conclusion Reasons and Supporting Information Linking Words, Phrases, and Clauses Formatting Use Technology to Interact and
Collaborate
Week 4 Writer’s Craft Capitalization Proper Mechanics Revise: Rearranging Ideas for Clarity Revise: Combining Ideas for Clarity Peer Editing

Week 5 Publish, Celebrate, Assess Incorporate Peer and Teacher Publish a Final Draft Publish and Celebrate Prepare for Assessment Assessment
Suggestions

WEEK 6: INQUIRY and RESEARCH

Theme Goal: I can collaborate with others to explore how the experiences of others reflect our own.
Writing Mode: Argumentative/Opinion Speech
Leveled Research Articles Day 1 Day 2 Day 3 Day 4 Day 5
Introduce the Project and Academic Vocabulary Collaborate and Discuss/ Collaborate and Discuss/Refine Extend Research/Collaborate and Reflect and Share
Conduct Research Research Discuss
Week 6 Title: The Making of a Holiday Look Back at Weekly Questions Plan Your ResearchLibrary Example of an argumentative speech Creating timelines and other graphic Present
Title: Awesome Jane Addams Use text evidence to answer EQ: How do the database Bibliography sourcesRevise for writing mode.
Title: You Inspire Me! experiences of others reflect our own? Edit: Combining Ideas for Clarity
Research a person who has had an impact on your
life. Give a speech about why we should dedicate a
day to this person.

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 Grade 5, Unit 4 Unit Theme: SOCIAL STUDIES: Essential Question: What does it mean to be free?
CONNECTIONS (History) Liberty Genre: Historical Fiction

READING
Unit Reading Goal: I know about different types of fiction and understand the elements of historical fiction.
Weekly Launch Weekly Genre Text Close Read Skills Reflect and Share
Vocabulary
Week 1 Question: Why should people work endure Spotlight on Genre: Shared Read: ”Keeping Mr. John Holton Alive” from Elijah of Buxton by Analyze Characters • Talk About It: Opinion
together to help others achieve freedom? ponder Historical Fiction Christopher Paul Curtis Evaluate Details • Respond to the Weekly
Text: Infographic commotion Book Club: Guns for General Washington: A Story of the American Revolution by Question: Written Response
commenced Seymour Reit
strapping
Week 2 Question: How can ordinary people resembled Spotlight on Genre: Shared Read: The Scarlet Stockings Spy by Trinka Hakes Noble Infer Multiple • Write to Sources: Opinion
contribute to a fight for freedom? suspicious Historical Fiction Book Club: Guns for General Washington: A Story of the American Revolution by Themes • Respond to the Weekly
Text: Map relaying Seymour Reit Monitor Question: Oral Response
stalking Comprehension
solemnly
Week 3 Question: What can governments do to convention Genre: Informational Text Shared Read: The Bill of Rights (My Guide to the Constitution) by Amie Jane Interpret Text • Write to Sources: Response
protect our freedoms? delegates Leavitt Structure to informational text
Text: Word Puzzle ratification Book Club: Guns for General Washington: A Story of the American Revolution by Summarize • Respond to the Weekly
petition Seymour Reit Question: Oral Response
violations
Week 4 Question: What are some things people segregation Genre: Biography Shared Read: Delivering Justice: W. W. Law and the Fight for Civil Rights by Jim Explain Relationships • Write to Sources: Response
can do when their freedom is limited? mistreated Haskins Between Ideas to informational text
Text: Timeline qualified Book Club: Guns for General Washington: A Story of the American Revolution by Generate Questions • Respond to the Weekly
demonstrators Seymour Reit Question: Oral Response
sympathize
Week 5 Question: How can going to a new place provisions Spotlight on Genre: Shared Read: Ezekiel Johnson Goes West by Guy A. Sims Explain Author’s • Talk About It: Opinion
give a person new opportunities? terrain Historical Fiction Book Club: Guns for General Washington: A Story of the American Revolution by PurposeMake • Respond to the Weekly
Text: Primary Source settlement Seymour Reit Inferences Question: Written Response
bandits
oblige

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading about historical fiction and writing literary analysis.
Academic Vocabulary Words: limitation, grace, noble, empower, resist
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 1 I can develop knowledge Strategy: Skill: Word Parts pro-, Varieties of Skill: Word Parts 1. combine 6. complement 11. convene 16. protective 1. proficiency Adjectives
about language to make Related Words com-, con- English (dialects) pro-, com-, con- 2. combination 7. concert 12. concoction 17. provide 2. procrastination (descriptive)
connections between reading 3. command 8. congestion 13. contingent 18. provision 3. competitiveness
and writing. 4. compress 9. conclave 14. proponent 19. projection
5. companion 10. consensus 15. protection 20. promotion
Week 2 I can develop knowledge Strategy: Skill: Word Parts anti-, Point of View Skill: Word Parts 1. antifreeze 6. midsection 11. transmit 16. transfusion 1. antihistamine Adjectives
about language to make Synonyms and mid-, trans anti-, mid-, trans 2. antipathy 7. midweek 12. transmission 17. transistor 2. transactivation (comparative
connections between reading Antonyms 3. antithesis 8. midstream 13. translation 18. transpose 3. antiestablishment and
and writing. 4. antigen 9. midnight 14. translucent 19. transgress superlative)
5. antiquated 10. midpoint 15. transatlantic 20. midcontinent

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 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading about historical fiction and writing literary analysis.
Academic Vocabulary Words: limitation, grace, noble, empower, resist
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 3 I can develop knowledge Strategy: Skill: Word Parts sub-, Author’s Purpose Skill: Word Parts 1. subway 6. subconscious 11. supermarket 16. superlative 1. superfluous Coordinating
about language to make Context Clues super- sub-, super- 2. subset 7. subordinate 12. supervisor 17. supersede 2. substantiate and
connections between reading 3. submarine 8. subsidiary 13. supervision 18. supernova 3. superimpose Subordinating
and writing. 4. substitute 9. subsequent 14. superstar 19. superior Conjunctions
5. submerse 10. subdivision 15. supersonic 20. superintendent
Week 4 I can develop knowledge Strategy: Skill: Word Origins Graphic Features Skill: Greek Roots 1. graph 6. graphite 11. telecast 16. microbiology 1. calligraphy Correlative
about language to make Figurative 2. graphics 7. monograph 12. telepathy 17. microcosm 2. lexicographer Conjunctions
connections between reading Language 3. bibliography 8. holograph 13. telephoto 18. microchip 3. microanalysis
and writing. 4. homograph 9. topography 14. telemetry 19. microbe
5. seismograph 10. television 15. televise 20. microwave
Week 5 I can develop knowledge Strategy: Skill: Latin Roots audi, Adages Skill: Latin Roots 1. audio 6. auditorium 11. scribble 16. spectator 1. audiologist Capitalization
about language to make Parts of rupt, scrib, spec audi, rupt, scrib, 2. audience 7. bankrupt 12. script 17. prospect 2. circumscribe
connections between reading Speech spec 3. audit 8. disruptive 13. inscription 18. retrospective 3. introspection
and writing. 4. audition 9. disruption 14. transcribe 19. speculate
5. auditory 10. rupture 15. spectacle 20. inspection

WRITING
Unit Writing Goal: I can use elements of science fiction to write a short story.
Unit Writing Genre: Science Fiction
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Science Fiction Characters and Setting Plot Set a Purpose Plan Your Science Fiction Story
Week 2 Develop Elements Characters Setting Conflict Resolution Dialogue
Week 3 Develop Structure Introduction Sequence of Events Pacing the Events Develop the Plot Select a Different Genre
Week 4 Writer’s Craft Prepositions and Prepositional Irregular Verbs Collective Nouns Correlative Conjunctions Punctuation Marks
Phrases
Week 5 Publish, Celebrate, Assess Revise: Adding and Deleting Ideas Edit for Indefinite Pronouns Publish and Celebrate Prepare for Assessment Assessment
for Clarity

WEEK 6: INQUIRY and RESEARCH

Theme Goal: I can collaborate with others to determine what it means to be free.
Writing Mode: Informational
Leveled Research Articles Day 1 Day 2 Day 3 Day 4 Day 5
Introduce the Project and Academic Vocabulary Collaborate and Discuss/ Collaborate and Discuss/Refine Extend Research/Collaborate Reflect and Share
Conduct Research Research and Discuss
Week 6 Title: Experiencing Freedom Look Back at Weekly Questions Plan Your ResearchConduct a Examples of questions you ask in a Online survey tools Revise for writing Students present
Title: You Can Quote Me! Use text evidence to answer EQ: What does it mean to be free? survey surveyPrimary and Secondary Sources mode and clarity. their ideas about
Title: Thomas Paine’s Legacy Conduct a survey and use the resulting data to explore what Edit for language conventions what it means to
freedom means to different people (classmates, friends, people be free
from other countries). Create your own project to represent what
you think it means to be free.

11
 Grade 5, Unit 5 Unit Theme: SCIENCE: Essential Question: How do elements of systems change?
OUR WORLD (Earth Science) Systems Genre: Informational

READING
Unit Reading Goal: I know about different types of informational texts and understand their structures and features.
Weekly Launch Weekly Genre Text Close Read Skills Reflect and Share
Vocabulary
Week 1 Question: How do rocks form and change minerals Spotlight on Genre: Shared Read: from Rocks and Fossils by Richard Hantula Identify Main Idea • Talk About It: Response to
over time? particles Informational Text Book Club: Into the Volcano by Donna O’Meara and Details Informational Text
Text: Infographic deposits Make Connections • Respond to the Weekly
what geologists do erosion Question: Written Response
principles
Week 2 Question: What can cause water to change abundant Spotlight on Genre: Shared Read: Earth’s Water Cycle by Diane Dakers Interpret Text • Write to Sources: Response
form? substance Informational Text Book Club: Into the Volcano by Donna O’Meara Features to Informational Text
Text: Poem condenses Confirm and Correct • Respond to the Weekly
altitude Predictions Question: Oral Response
trickles
Week 3 Question: How can Earth’s changes affect comrade Genre: Fiction Shared Read: “The Dog of Pompeii” by Louis Untermeyer Analyze Plot and • Write to Sources: Opinion
where and how we live? custom from Best Shorts: Favorite Short Stories for Sharing Setting Make • Respond to the Weekly
Text: Media (video) coaxed Book Club: Into the Volcano by Donna O’Meara Inferences Question: Oral Response
revived
heed
Week 4 Question: How do human actions create edible Spotlight on Genre: Shared Read: “Let’s Talk Trash” infographic (USDA) Compare and • Write to Sources: Response
and change cycles? compost Informational Text “It’s Time To Get Serious About Reducing Food Waste, Feds Say” (NPR) AUDIO Contrast Accounts to Informational Text
Text: Diagram conscious Book Club: Into the Volcano by Donna O’Meara Monitor • Respond to the Weekly
manufacturer Comprehension Question: Oral Response
contamination
Week 5 Question: How much should people try to geological Genre:Argumentative Text Shared Read: People Should Manage Nature by Lee Francis IV Analyze • Talk About It: Opinion
influence natural systems? habitat Book Club: Into the Volcano by Donna O’Meara Argumentative Texts • Respond to the Weekly
Text: Map debris Make Connections Question: Written Response
advocates
valve

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading about historical fiction and writing literary analysis.
Academic Vocabulary Words: disturb, cycle, impact, composed, engineer
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 1 I can develop knowledge Strategy: Skill: Consonant Text Features Skill: Consonant 1. isolate 6. musician 11. elect 16. clinician 1. esthetics Commas and
about language to make Related Words Changes Changes 2. isolation 7. hesitate 12. election 17. politics 2. esthetician Semicolons in a
connections between reading 3. select 8. hesitation 13. mathematics 18. politician 3. diagnostician Series
and writing. 4. selection 9. frustrate 14. mathematician 19. coordinate
5. music 10. frustration 15. clinic 20. coordination
Week 2 I can develop knowledge Strategy: Skill: Syllable Patterns Text Structure Skill: Syllable 1. contact 6. trifle 11. medium 16. radiate 1. radiation Commas and
about language to make Synonyms and Patterns 2. alligator 7. obstacle 12. variable 17. strategy 2. recreational Introductory
connections between reading Antonyms 3. escalator 8. miracle 13. idea 18. finish 3. intimidation Elements
and writing. 4. classical 9. icicle 14. studio 19. dutiful
5. innocent 10. struggle 15. stadium 20. arthritis

12
 SCOPE & SEQUENCE
Detailed

READING-WRITING BRIDGE
Reading-Writing Bridge Goal: I can use language to make connections between reading about historical fiction and writing literary analysis.
Academic Vocabulary Words: disturb, cycle, impact, composed, engineer
Weekly Reading-Writing Academic Foundational Skills: Read Like a Foundational Foundational Skills: Spelling List Foundational Skills: Language
Bridge Learning Goal Vocabulary Word Study Writer, Write Skills: Spelling Challenge Words and
for a Reader Conventions
Week 3 I can develop knowledge Strategy: Skill: Multisyllabic Shades of Skill: Multisyllabic 1. elementary 6. ravioli 11. intermediate 16. harmonica 1. accommodation Title
about language to make Context Clues Words Meaning Words 2. miniature 7. cafeteria 12. centennial 17. stationery 2. characterization Punctuation
connections between reading (Connotation 3. probability 8. mosaic 13. curiosity 18. certificate 3. constituency
and writing. and Denotation) 4. definition 9. tuxedo 14. environment 19. punctuation
5. literature 10. cylinder 15. humiliate 20. amateur
Week 4 I can develop knowledge Strategy: Skill: Schwa Graphic Features Skill: Schwa 1. jewel 6. tropical 11. bulletin 16. terrific 1. pleasurable Quotation
about language to make Figurative 2. kingdom 7. pajamas 12. carnival 17. celebrate 2. interdependent Markswith
connections between reading Language 3. gasoline 8. universal 13. illustrate 18. independent 3. problematic Dialogue
and writing. 4. consolidation 9. ordinary 14. elegant 19. celery
5. garage 10. humidity 15. census 20. experiment

Week 5 I can develop knowledge Strategy: Skill: Vowel Changes Rhetorical Skill: Vowel 1. explain 6. preparation 11. repeat 16. deductive 1. inflame Interjections
about language to make Parts of Devices Changes 2. explanation 7. perspire 12. repetition 17. sincere 2. inflammation
connections between reading Speech Literary device of 3. cycle 8. perspiration 13. severe 18. sincerity 3. designation
and writing. first-person point 4. cyclic 9. collide 14. severity 19. physical
of view 5. prepare 10. collision 15. deduce 20. physicality

WRITING
Unit Writing Goal: I can use elements of poetry to write a poem.
Unit Writing Genre: Poetry
Weekly Focus Day 1 Skill Day 2 Skill Day 3 Skill Day 4 Skill Day 5 Skill
Week 1 Introduce and Immerse Poetry What Poetry Sounds Like What Poetry Looks Like Brainstorm Ideas Plan Your Poetry
Week 2 Develop Elements Seeing Things Like a Poet Rhythm and Rhyme Personification Simile and Metaphor Interjections
Week 3 Develop Structure Line Breaks Stanzas Punctuation Rhyme Scheme Rewriting
Week 4 Writer’s Craft When to Break the Rules Try a New Approach Correlative Conjunctions Descriptive Adjectives Edit Titles and Show Emphasis
Week 5 Publish, Celebrate, Assess Edit for Collective Nouns Edit for Irregular Verbs Publish and Celebrate Prepare for Assessment Assessment

WEEK 6: INQUIRY and RESEARCH

Theme Goal: I can collaborate with others to explore how elements of systems change.
Writing Mode: Argumentative
Leveled Research Day 1 Day 2 Day 3 Day 4 Day 5
Articles Introduce the Project and Academic Vocabulary Collaborate and Collaborate and Extend Research/Collaborate Reflect and Share
Discuss/Conduct Discuss/Refine Research and Discuss
Research
Week 6 Title: Now Hear This! Look Back at Weekly Questions Chart: ArgumentPrint or Example of a script for a Tips for audio/video recording a Present PSAs as videos or as live
Title: Emergency! Use text evidence to answer EQ: How do elements of systems digital source PSA Bibliography presentation Revise for characteristics performances to the class.
Title: Meet FEMA change? Choose a natural disaster and create a PSA (Public Service and craft of argumentative writing.
Announcement) about things people can do to be prepared and Edit for language conventions
actions to take to stay safe when one occurs. Write a script that can
be audio and/or video recorded.

13
 Notes

14
SCOPE & SEQUENCE
Detailed

15
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