scope & sequence priority curriculum possible...

Gateway Regional School District

SCOPE & SEQUENCE

English - Grade 5

of 27

Developed by Eileen Kos, Irene McCusker, and Melissa St. Martin based on June 2001 Massachusetts English Language Arts Curriculum Framework

January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks

Possible Instructional

Strategies

Evidence of Student Learning

(Assessment) Month

TEXTBOOK – Reading published by Houghton Mifflin in 2008

LANGUAGE STRAND GENERAL STANDARD 1: Discussion*

Students will use agreed-upon rules for informal and formal discussions in small and large groups. 1.3 Apply understanding of

agreed-upon rules and

individual roles in order to

make decisions.

Students will KNOW: �Why we need rules

�What would happen if there were no rules.

�The discussion rules agreed upon in the

class.

Students will be able to DO:

�Participate in a peer-mediated small group

discussion

�Support opinions with information from a

text or other written material.

Brainstorm what they need to be

successful learners in a classroom

environment

Think-Pair Share CRISS pg56

Discussion Web CRISS pg 59

Discuss co-operative learning

strategies

Formulate a list of generated ideas

Houghton Mifflin Reading Program:

Discussion Skills - Theme 1, pages

51N and 81N

After participating in small group activities

students will reflect on their participation

and success in the group

Student becomes active participant

Understanding opposing sides of issue

Teacher observation

September

Ongoing

GENERAL STANDARD 2: Questioning, Listening, and Contributing*

Students will pose questions, listen to the ideas of others, and contribute their own information or

ideas in group discussions or interviews in order to acquire new knowledge. 2.3 Gather relevant

information for a research

project or composition

through interviews.

Students will KNOW: �How to formulate questions for interviews

�Interviewing is a formal way of asking a

person questions.

�A successful interview requires preparation.

Students will be able to DO: �Formulate appropriate interview questions.

Brainstorm appropriate interview

questions, select a list of questions,

then role play interview with peers

Teacher will assign a research

composition or research project

where information is gathered

through interviews.


Interviewing Skills - Theme 4, page

437H

Conduct an interview and write a research

project or composition

Later in the

year


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 3: Oral Presentation*

Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. 3.8 Give oral presentations for

various purposes, showing

appropriate changes in

delivery (gestures,

vocabulary, pace, visuals) and

using language for dramatic

effect.

Students will KNOW: �Basic rules on presentations, eye contact,

stance, gestures, voice tone and projection,

dress, language appropriate for audience

� How to organize their presentation

Students will be able to DO: �Follow given presentation guidelines for a

particular type of presentation

�Read aloud a character sketch or story (see

standard 6.4)

�Read aloud a story or play speaking slowly,

clearly, and loudly enough to be heard by

your audience; use different voices for

different characters; and read with expression

Teacher models using HM read

aloud stories

Assign different types of oral

presentations such as, book reports,

how to reports, plays, fact and

opinion etc.

Students will brainstorm a checklist

for the various criteria of oral

presentation given.

Students will be video taped

performing their presentation for the

purpose of self-assessment


Skills for reading aloud – Theme 3,

page 289G and Theme 4, page 461K

Student will assess their own, as well as

their peers’

Teacher will assess

Ongoing

for various

projects

3.9 Use teacher-developed

assessment criteria to prepare

their presentations.

Students will KNOW:

�How to use teacher created

guidelines/checklist/criteria sheet/rubric for a

presentation


�Vary their presentations according to their

audience and purpose

� Use teacher-developed assessment

guidelines (rubrics)

Teacher will develop an assessment

criteria

Teacher will then model criteria

with students assessing teacher

Frayer Model CRISS Pg 209-211

(307 has Blackline)

Students will be able use criteria

appropriately and identify positive and

negative features and apply

Discover essential characteristics,

nonessential characteristics and examples

September

Ongoing

GENERAL STANDARD 4: Vocabulary and Concept Development

Students will understand and acquire new vocabulary and use it correctly in reading and writing. 4.17 Determine the meaning

of unfamiliar words using Students will KNOW: �A word’s context consists of the words and

sentences surrounding it.

As a pre-reading activity teacher

will choose unfamiliar vocabulary

words from text.

Students will write sentences using new

vocabulary words to show meaning.

Ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

context clues.

�Context clues can help readers figure out a

word’s meaning.

�Word families, words related in both

spelling and meaning, can help determine the

meaning of unfamiliar words.

Students will be able to DO: �Use context clues to figure out the meanings

of unfamiliar words.

Students will then read and reread

sentence, paragraph with unfamiliar

words and infer meaning of word

then look up word in dictionary to

determine their accuracy

Students will become aware of the

base words/word families and how

they can help decode the meaning of

the word.

Concept Definition Map CRISS

(master work sheet pg 306)


Using Context Clues – Theme 6,

page623G

Student will give examples, illustrations,

properties of vocabulary given

4.18 Determine the meaning

of unfamiliar words using

knowledge of common Greek

and Latin roots, suffixes, and

prefixes.

Students will KNOW: � Meanings of common suffixes and prefixes

� How a prefix/suffix alters the meaning of a

base word

� Base words can stand alone

�A root word is a part of a word that has

meaning, but cannot stand alone.

�Function of roots, prefixes and suffixes

Students will be able to DO: �Identify base words

�Identify compound words

�Use syllabication/chunking techniques

�Recognize and use Roots rupt, struct, spec/t,

opt, vis, vid

�Recognize and use Suffixes –ward, -ous, -

ive, -ic, -ly,-ness, -ment, -ful, -less, -ion, -

ent,-ant, able, ible

�Recognize use Prefixes – sub-, sur-, un-,

dis-, in-, re-, com-, con-, en-, ex-, pre-,pro-

Teacher will offer direct instruction

and present examples as text

allows.

Students will be given common root

words and be asked to add prefixes

and suffixes will determine the new

meanings of the new words.

Introducing modeling, Guided

practice, independent application

Houghton Mifflin Practice Book

Structural analysis page 16

Structural HM page 235

Informal assessment through observation,

discussion, writing, reading.

Completion of guided practice work sheet

September

Ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

4.19 Determine

pronunciations, meanings,

alternate word choices, and

parts of speech of words using

dictionaries and thesauruses.

(also 21.5)

Students will KNOW:

�In a dictionary, each entry word has

information about pronunciation, part of

speech, definition, and sample sentence for

correct use of word.

�When an entry word has more than one

meaning, the first definition is the most

common meaning.

�Entry words in a dictionary are arranged in

alphabetical order.

�A thesaurus is used to find synonyms and

antonyms for word.

�Many words can be used as more than one

part of speech and a dictionary can be used to

find the right part of speech.

�Dictionaries generally list all acceptable

pronunciations of a word.

Students will be able to DO: �Use alphabetical order to find words in a

dictionary.

�Find definitions in a dictionary

�Use pair of guide words to locate the page

of specific entry words.

�Look up synonyms in a thesaurus then write

sentences using each synonym correctly.

�Use pronunciation key in a dictionary to

figure out how to pronounce words.

�Use dictionary definitions to determine the

parts of speech of words.

�Use a dictionary to find varied

pronunciations for words.

Teacher will model an effective

method to use the dictionary by

using various activities:

Given the alphabet, students will be

able to break dictionary into three

segments of the alphabet (beginning,

middle and end) using CRISS

strategy of Mental Imagery page

105-106.

Given that division, they should be

able to use this strategy to quickly

find a word and, using guidewords,

should be able to quickly scan for a

definition.

Using a dictionary/thesaurus

students will explore where entry

words are placed, what goes with a

definition, like parts of speech,

pronouncing words, suffixes,

prefixes etc. Using the Frayer

Model in our CRISS strategies

Definition Maps CRISS page 197


Entry words in dictionary – Theme

1, page 81G and 105G; Theme 2,

page 181G

Parts of Speech in Dictionary –

Theme 5, page 547G

Use dictionary to identify varied

Pronunciations - Theme 6, page

647G

Student will with speed and accuracy find a

word in the dictionary and be able to use it

correctly.

Ongoing

usually

start in Oct


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 5: Structure and Origins of Modern English

Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. 5.9 Identify eight basic parts

of speech: noun, pronoun,

verb, adverb, adjective,

conjunction, preposition,

interjection.

Students will KNOW: �A common noun names any person, place,

thing, or idea.

�A proper noun names a particular person,

place, or thing and is always capitalized.

�A pronoun is a word that replaces a noun.

�I, you, he, she, it, we and they are subject

pronouns.

�Me, you, him, her, it, us, and them are

object pronouns.

�A verb is the main word or words in the

complete predicate.

�Action verbs tell what the subject does/did.

�An adverb is a word that tells how, when, or

where.

�Adverbs can describe verbs; many end with

-ly.

�Good is an adjective and well is an adverb

unless well refers to someone’s health.

�An adjective describes a noun or pronoun

and tells what kind or how many.

�A conjunction may be used to join words in

a sentence or to join sentences.

�A preposition relates the noun or pronoun

that follows it to another word in the

sentence.

�The object of a preposition is the noun or

the pronoun that follows the preposition.

�An interjection is an abrupt remark said on

the side (whisper) or an interruption.

Students will be able to DO: �Identify subjects and predicates,

conjunctions, compound sentences, singular

Use a variety of organizational

CRISS strategies such as:

-Conclusion-Support notes

-Content Frames

-KWL or KWL Plus

-Mapping

-Power Notes

-Selective underling

-Sticky notes

-Story plans

-Venn Diagram

Houghton Mifflin Practice work

Pages: page 21, 22, 23,

Complete teacher and standard tests from

text for assessment

Diagram given sentences

Identify parts of sentences

Write a composition demonstrating proper

usage (write a news article HM page 24)

(Writing skill, adding details HM page 25)

Ongoing

throughout

school year


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

and plural nouns, main verbs and helping

verbs, interjections, action verbs, linking

verbs, verb tenses

�Identify common and proper nouns and

capitalize them correctly.

�Form possessive nouns correctly.

�Use I and me correctly in sentences.

�Identify and use subject and object

pronouns.

�Identify and use possessive pronouns.

�Identify and avoid the use of a noun and a

pronoun to name the same subject.

�Use the pronouns us and we appropriately

with nouns.

�Identify and use pronouns as part of the

compound object of a prepositional phrase.

�Identify and write action verbs and past

tense verbs in sentences.

�Identify adverbs that modify verbs.

�Write comparative and superlative forms of

adverbs.

�Use good and well correctly.

�Identify and demonstrate adjectives.

�Use adjectives, not adverbs, with verbs that

refer to senses.

Identify and use an interjection.

�Identify prepositions and their objects.

�Identify singular and plural nouns.

�Determine the plural forms of nouns with

regular and irregular plurals.

�Write verb phrases that begin with forms of

“have”.

�Identify and capitalize proper adjectives.

Diagramming

Concept maps CRISS page 197

Roles in cooperative groups a

CRISS strategy

Various pages from Houghton

Mifflin workbook


Singular and Plural Nouns – Theme

1, 105I

Verb Phrases – Theme 3, page 309I

Propoer Adhjectives – Theme 3,

333I


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

5.10: Expand sentences (for

example, by adding modifiers

or combining sentences).

Students will KNOW:

� Sentence structure

Students will be able to DO: � Modify sentences to make complex and

simple sentences using modifiers such as

adverbs and adjectives.

Sentence Expansion CRISS page

216

Brainstorm to help students expand

vocabulary as well as a revision

procedure for incorporating more

precise vocabulary

Word elaboration CRISS page 215

Incorporating talking, listening,

writing, and reading.

Writing complete sentences

Write complete sentences using vocabulary

words

Ongoing in

HM

5.11 Identify past, present, and

future verb tenses.

Students will KNOW: �The meanings and uses of different verb

tenses

�Verbs have forms, or tenses, that tell when

the action happens.

�Present tense shows action that happens

now or happens regularly over time.

�Past tense shows that something already

happened.

�Future tense shows that something is going

to happen.

Students will be able to DO: �Identify present, past, and future verb

tenses.

Concept definition map pg. 197-204

Action verbs HM page 125

Linking, main, and helping verbs

HM page 140-141

Present, past Future page 155-157

Grammar choices of verbs HM

Pages 226, 227

Complete concept map correctly

Ongoing in

HM

Sept/U

June

5.12 Recognize that a word

performs different functions

according to its position in the

sentence.

Students will KNOW: �Words can perform different functions

according to their position in a sentence.

Students will be able to DO: � Determine the meaning of a word based on

the position of the word in a sentence. ie:

Homophones, subject and object pronouns,

pronouns, adverbs, prepositions, adjectives,

irregular verb(s)

Sentence and word expansion-

introduction, modeling and

reflection

(CRISS page 216)

Identify meaning of a word based on

position in sentence from selected text

Later in

year

ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

5.13 Identify simple and

compound sentences.

Students will KNOW:

�The difference between a simple and a

compound sentence

� A sentence tells a complete thought. It has

a subject – person, place, or thing the

sentence is about. It has a predicate – the

verb and the words that go with it.

�There are four types of sentences –

declarative, interrogative, imperative, and

exclamatory.

�A subject tells whom or what the sentence is

about.

�A predicate tells what the subject is or does.

Theme

�If two simple sentences are related, they can

be combined to make one compound

sentence.

Students will be able to DO: � Identify complete and simple subjects and

complete and simple predicates.

�Identify simple and compound sentences.

Continuous practice throughout the

year in all subjects

Selective underlining or highlighting

CRISS page

In partners students will distinguish

the difference between a compound

and a simple sentence so that they

will understand two simple

sentences can make a compound

sentence


Parts of sentence – Theme 1, 53E

Types of sentences – Theme 1, 51I

Subject and predicate – Theme 1,51J

Compound sentences – Theme 1,

81J

Answer questions in complete sentences in

all texts

Students will accurately highlight simple

sentences found in compound sentences

Ongoing

5.14 Identify correct

mechanics (for example,

apostrophes, quotation marks,

comma use in compound

sentences, paragraph

indentations) and correct

sentence structure (for

example, elimination of

sentence fragments and run-

ons).

Students will KNOW: �The purpose and use of capitalization,

ending punctuation, quotation marks, internal

commas, paragraph indentations and

apostrophes.

�Commas separate the items in a series of

three or more.

�A comma is used to set off the words yes,

no, and well when they appear at the

beginning of a sentence.

�A comma is used to set off the names of

people who are addressed directly.

�That a comma and the conjunction and, but,

or or is used to combine two sentences.

�Abbreviation is a shortened form of a word.

Reading fluency exercises in

beginning of Social Studies book

Practice beginnings and endings of

sentences



reflection, including proper

mechanics

(CRISS page 216)

Reading fluency exercises in

Read aloud in an expressive and fluent

manner following punctuation

Writing Projects

Start in

Sept

continues

thru June


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

Most abbreviations begin with a capital letter

and end with a period and most should be

used only in special kinds of writing such as

addresses and lists.

�In a title, capitalize the first, last, and each

important word of a title.

�In a title, capitalize forms of the verb be

including is, are, and, am, only when it is first

or last word.

�In a title, capitalize a word such as and, in,

of, to, a, or the only when it is the first or last

word.

�A contraction is a shortened form of two

words.

�A negative is a word that means “no” or

“not”.

� Not to use double negatives in sentences.

Students will be able to DO: �Correctly use capitalization, ending

punctuation, quotation marks, internal

commas, paragraph indentations and

apostrophes.

�Identify correct and complete sentences.

�Recognize sentence fragments and run-on

sentences.

�Proofread a written selection and determine

errors in beginning of sentence

(capitalization) and end of sentence

(punctuation).

�Identify sentences with misplaced commas

or missing commas.

�Recognize correct capitalization and

punctuation of abbreviations.

�Recognize correct title capitalization.

�Identify contractions.

�Identify and correct double negatives

beginning of Social Studies book

Practice beginnings and endings of

sentences



reflection, including proper

mechanics

(CRISS page 216)

Author’s Craft and Design CRISS

Writing templates CRISS 175

Proof Reading HMW pgs 19, 30, 39,

73, 103, 123, 203

CRISS Writing Templates pg 175


Beginning of sentence – Theme 1,

81L

Use of comma – Theme 4, pg 391I

Abbreviation – Theme 4, page 437I

Capitalizing in titles – Theme 4,

437I

Negatives and double negatives –

Theme 6, page 623J


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 6: Formal and Informal English

Students will describe, analyze, and use appropriately formal and informal English. 6.4 Demonstrate through role-

playing appropriate use of

formal and informal language.

Students will KNOW: �Appropriate use of formal and informal

language dependent on the audience and the

situation

Students will be able to DO: �Correctly use both formal and informal

spoken English that is appropriate for the

particular situation and audience

RAFT CRISS page 186

Student plan and focus writing

Role of writer, Audience, Format’

Topic

Provide examples in preparation of

writing

Read aloud

Plays and drama

Character creations

Ongoing

6.5 Write stories using a mix

of formal and informal

language.

Students will KNOW: � Writing process

�Difference between formal and informal

language and when they are used.

Students will be able to DO: � Write formal and informal pieces.

RAFT CRISS page 186

Write:

Read aloud

Plays and drama

Character creations

Read aloud

Plays and drama

Character creations

Social

Studies

enrichment

start in

November

6.6 Identify differences

between oral and written

language patterns.

Students will KNOW: �That different situations call for different

language patterns.

That appropriate written language may be

different from appropriate spoken language.

�Slang is a type of informal language.

�A friendly letter is written in informal

language and a business letter is written in

formal language.

Students will be able to DO: �Adapt their written and spoken language

patterns to the situation and the audience.

�Replace informal words with formal ones in

a written passage.

�Compare and contrast the formal versus

informal language in a business and friendly

letter.

Read aloud

Plays and drama

Character creations


Slang – Theme 1, 129G

Formal and informal words – Theme

1, page 129G

Friendly letter is informal – Theme

3, 309K

Business letter is formal – Theme 2,

229K

Identify the different language patterns of

each piece

HM Theme

1 and 2

Ongoing

Start Sept


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

READING AND LITERATURE STRAND GENERAL STANDARD 7: Beginning Reading

Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech.

The majority of students will have met these standards by the end of Grade 4, although teachers may need to continue addressing earlier standards.

GENERAL STANDARD 8: Understanding a Text Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation.

8.19 Identify and analyze

sensory details and figurative

language.

Students will KNOW: �Word choices of author have a purpose

�Sensory language appeals to sight, hearing,

touch, smell, and taste.

Students will be able to DO: �Recognize that the author’s voice can show

strong feeling, sensory language.

�Identify sensory language in poetry.

ABC Brainstorming CRISS page 57


Sensory Language– Theme 2, page

253A

Sensory Language in Poetry–

Theme 2, pages 233 - 252

Come up with a list of sensory words for

use in writing assignment HM Theme

1 and 2

Ongoing

8.20 Identify and analyze the

author’s use of dialogue and

description.

Students will KNOW: �Facts and opinions in a selection give clues

to the author’s viewpoint.

Students will be able to DO: �Draw conclusions from author’s use of

setting, characters, and events.

�Predict or infer author’s intent

Patterns and Structure Strategies

CRISS page 33-45

Power Thinking CRISS page 38

Underlining/highlighting CRISS

page 42

Conclusion-Support notes CRISS

page 127

Authentic Questions (CRISS pg 68)

Open response questions

Note Taking

Student understanding of why self-

questioning is critical to learning by

forming questions from text reading

Theme 1

HM

September

and

ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

For informational/expository

texts:

8.21 Recognize

organizational structures

(chronological order, logical

order, cause and effect,

classification schemes).

Students will KNOW:

� Informational texts have are a variety of

organizational structures t hat aid

comprehension of the material.

�Clue words such as first, then, finally, after,

later, and before help a reader keep track of

the order in a written selection.

�Cause is the reason something happens and

effect is the result

Students will be able to DO: �Identify a variety of organizational

structures in a text.

�Use the organizational structures of texts to

assist their comprehension of what they read.

�Use a timeline that shows the sequence of

events in a nonfiction text.

�Identify a chain of cause and effect events

in a text.


CRISS page 33-45

Power Thinking CRISS page 38

Underlining/highlighting CRISS

page 42

Conclusion-Support notes CRISS

page 127


Order (sequence of events) – Theme

1, page 70

Cause and effect – Theme 3, 309A

September

and

ongoing

In all texts


main ideas and supporting

details.

Students will KNOW:

�The difference between main ideas and

supporting details.

�Paragraphs are organized around main

ideas.

�Details help the reader understand important

information about characters and visualize

what happens during story events.

Students will be able to DO: �Identify main ideas and supporting details in

written passages.

�Use main ideas and supporting details in

their writing.

�Record details on a story map.

�Infer a main idea from details

Selective Highlighting and

underlining CRISS pg 42-44

Sticky notes CRISS 61-62

CRISS Main Idea detail notes pg

118


Main Idea – Theme 1, pages 148-

149 and Theme 2, page 229A

Details - Theme 1, page 37

Main ideas and supporting details –

Theme 6, 647A

Students will be able to note Main Idea and

Details for note taking

Open response questions

Writing projects

HMW page for Main Idea 168

Sept/Oct

Ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 9: Making Connections

Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background. 9.4 Relate a literary work to

information about its setting.

Students will KNOW: �That setting is time and place, when and

where a story takes place


�Recognize how setting impacts the other

elements of the story or literary work.

September

GENERAL STANDARD 10: Genre

Students will identify, analyze, and apply knowledge of the characteristics of different genres. 10.3 Identify the

characteristics of various

genres (for example, poetry,

informational and expository

nonfiction, dramatic

literature, fiction, subgenres

of fiction such as mystery,

adventure, historical, or

contemporary realistic novels

and short stories).

Students will KNOW: �There are various genres

�Realistic fiction always includes a realistic

problem and events in the story could happen

in real life even though the author created

them.

�Nonfiction gives information about real

topics and often explains the way things are,

what they mean, how they work, and why

they are important.

�A poem is a piece of writing, often in

rhyme, in which words are chosen for their

sound and beauty as well as meaning.

�An autobiography is the factual story of a

person’s life written by that person.

�A biography is a written account of

someone else’s life.

Students will be able to DO: �Identify genre of various works

�Compare and contrast poetry.

�Compare and contrast autobiographical

selections.

Charting Author Style CRISS pg 33-

36

Spool papers CRISS pg 179, 183

Perspective entries/observation

entries CRISS pg 167-169

Teacher modeling

Fact and Opinion HM 96-99

CRISS Power Thinking pg 38


Realistic fiction – Theme 1, pg 31

Nonfiction– Theme 1, pg 50

Poetry – Theme 2, pg 233

Autobiography – Theme 2, pg 145

Biography – Theme 3, 333K

Compare biography and

autobiography – Theme 5, 593A

Participate in concentric circle discussion or

any of the small group discussion strategies

CRISS pg 57

Book Reports

Multi-genre projects

Writing projects

HM page 167 and196

Ongoing

throughout

HM Book


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 11: Theme Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.

11.3 Apply knowledge of the

concept that theme refers to

the main idea and meaning of

a literary passage or selection.

Students will KNOW: �Theme refers to underlying message of

selection


�Identify possible themes in literary works.

Ongoing

With each

HM theme

GENERAL STANDARD 12: Fiction

Students will identify, analyze, and apply knowledge of the structure and elements of fiction and

provide evidence from the text to support their understanding. 12.3 Identify the elements of

setting, characterization,

conflict, and plot structure.

Students will KNOW:

�How to identify setting, plot, and characters

in literature

�Characters are the people or animals in a

story.

�Setting is the time and place in which a

story occurs.

�Plot is the sequence of events and often

includes a problem and solution.

�A plot can involve solving a problem by

defining the problem, considering possible

solutions, evaluating possible solutions,

selecting the best solution then carrying it

out.

Students will be able to DO: �Summarize a character, setting, or plot

�Complete a Story Map to identify setting,

characterization, conflict, and plot structure.

�Solve a problem along with a story

character by identifying the problem,

suggesting possible solutions, then evaluating

the character’s solution

Viewpoint of Author CRISS pg 198-

199

Questioning the Author CRISS pg37

CRISS sequence organizers pg 103,

104

Imagery page 105

Compare Contrast Chart CRISS pg

101


Setting, plot, characters – Theme 1,

pg 43

Plot – Theme 4, 363A

Characters – Theme 5, pg 596A and

569A and Theme 4, pg 363A

Sequence – Theme 1, pg 12-15

HM page 251 Author View Point

HMW pg 197 complete for assessment

purpose

Create Compare Contrast Chart pg 101

Ongoing

starting in

Sept.


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Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 13: Nonfiction

Students will identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction

or informational materials and provide evidence from the text to support their understanding. 13.13 Identify and use

knowledge of common textual

features (for example, title,

headings, key words, captions,

paragraphs, topic sentences,

table of contents, index,

glossary).

Students will KNOW:

�Use of title page, copyright page, table of

contents, glossary, and index of a book.


�Demonstrate ability to use the title page,

copyright page, table of contents, glossary,

and index of a book by answering peer-

developed questions about the text

Questioning the Author CRISS 37

Conclusion-Support notes pg 122


Title page, copyright page, table of

contents, glossary, and index, -

Theme 2, pg 207H

Discussion

Questions

One sentence thematic summaries

Ongoing

13.14 Identify and use

knowledge of common

graphic features (for example,

charts, graphs, maps,

diagrams, captions,

illustrations).

Students will KNOW: �How to use common graphic features in text

such as charts, graphs, maps, diagrams,

captions, illustrations).

�How to interpret political and specialized

maps. (see Social Studies, Concept/Skill # 4

and #6)

�Photographs and captions that accompany

an article often give helpful information.

�Graphic aids make information easy to

understand at a glance.

Students will be able to DO: � Identify and use knowledge of common

graphic features (for example, charts, graphs,

maps, diagrams, captions, illustrations).

�Use the compass rose, map key, and map

scale to interpret maps

�Gather information such as population,

income, or climate change from specialized

maps.

�Interpret photographs and captions to

answer teacher-posed questions

�Create graphic aids using facts from text

Patterns and structure Strategies

CRISS pg 33-44

Explanation and Process Entries

CRISS pg 169


Photographs and captions – Theme

4, pg 390 and Theme 5, pg 546

Graphic aids – Theme 6, pg 623H

Interpret maps – Theme 1, pg 105H

This standard connects with Social

Studies Concepts and Skills

standards:

Interpreting Maps – standards #4

and #6

Photographs – standard #3

Discussion

Questions

One sentence thematic summaries

Ongoing

found

throughout

HM and

Social

Studies

Book


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Curriculum

Benchmarks


Strategies


(Assessment) Month

13.15 Identify common

organizational structures (for

example, chronological order,

cause and effect).

Students will KNOW:

�Authors may organize the information in a

nonfiction text by main idea and details,

sequence of events, or by cause and effect.

�Authors often categorize information to

make it easier for readers to understand.

�A cause is what makes something happen

and an effect is the result of something that

happened.

Students will be able to DO: �Create a graphic organizer for a nonfiction

selection to assist understanding of text is

organization

Author’s Craft and Design pg 16

Content Frames CRISS pg 143


Text organization – Theme 1, pages

53S, 56, 81A, and 105A

Cause and effect – Theme 4, pg 399

Writing Projects

This is on

going

Also found

in Social

Studies

book

Around Jan


main ideas, supporting ideas,

and supporting details.

Students will KNOW: �Details help readers visualize story elements

or understand a character’s emotions.

Students will be able to DO: �Locate main idea and details in text

�Record details about factual events or

characters in a story.

Sticky Notes Discussion CRISS 61-

62

Selective underlining and

highlighting CRISS pg42-44

Story Plans CRISS pg147


Details – Theme 4, 391A

Character Charts

Character Sketches

Character Evaluation

Note writing

Ongoing

starting in

theme 1

HM

GENERAL STANDARD 14: Poetry

Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and

provide evidence from the text to support their understanding. 14.3 Respond to and analyze

the effects of sound, figurative

language, and graphics in

order to uncover meaning in

poetry:

� Sound (alliteration and

rhyme scheme: free verse;

couplets; A, B, A, B)

� Figurative language

(metaphor, simile)

� Graphics (capital letters)

Students will KNOW: �Elements of poetry

Students will be able to DO: �Interpret effects of sound, figurative

language, and graphics in poetry to uncover

meaning

�Recognize alliteration and rhyme scheme

�metaphor and simile

�Graphics using capital letters, line length,

Repetition

HMW Elements of pg 178

HMW Rhyming, Free Verse Pg 179

Analyzing HMW 180-181

Planning- Feature Details pg 190

Word Choices HMW 191

Teacher guided(model)of

performance poetry

Write and illustrate

Mental Imagery CRISS pg 105

Performance Poetry

HM Theme

1 this

would be

on going


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 15: Style and Language

Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set

tone and provide evidence from the text to support their understanding. 15.3 Identify sensory details,

figurative language, and

rhythm or flow when

responding to literature.

Students will KNOW:

� Imagery, figurative language, flow and

rhythm can effect the mood and meaning of

written work

�How author’s words appeal to senses

Students will be able to DO: �Provide evidence from text to support

understanding of sensory details, mood,

rhythm of author

�Identify and analyze the importance of

meaning in determining word choice by

author to help set mood and tone.

Mental Imagery CRISS pg 105

Carousel Brainstorming CRISS pg

62

Mind Streaming CRISS pg 57

Seed Discussion CRISS pg 63

QAR Relationships CRISS pg 70-75

Write and illustrate

Free Write Entries CRISS pg 155

Word Elaboration CRISS pg 215

Vocab Map CRISS pg 204

Ongoing in

HM Theme

1 and 2

GENERAL STANDARD 16: Myth, Traditional Narrative, and Classical Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and

classical literature and provide evidence from the text to support their understanding. 16.7 Identify common stylistic

elements in traditional

literature (such as repeated

refrains, similes, hyperbole).

Students will KNOW: �Myths, folktales from various cultures

Students will be able to DO: �Compare and contrast elements of myths,

traditional narratives, and classical literature

Story Plans CRISS pg 147

HMW pg 78-81

Perspective entries CRISS pg 167

Writing Templates CRISS pg 176

Spool Paper CRISS pg 179

Character Sketch or Evaluation

Short story writing

Plot lines

Compare Contrast Chart CRISS pg 101 Ongoing

16.8 Identify common

structures of traditional

literature (for example, that

characters or story elements

often come in threes, such as

three bears, three sisters,

three wishes, or three tasks; or

that there are magic helpers,

such as talking animals,

fairies, or elves).

Students will KNOW: � Folktales (“tall tale”) combine realistic with

exaggerated actions or events and a character

whose abilities, character traits, or deeds are

exaggerated.

Students will be able to DO: �Analyze the realistic and exaggerated

characters, setting, and plot in a tall tale.

Mental imagery CRISS pg 105

Free-Write entries CRISS pg 155


101

Writing Templates CRISS 175-178


Folktales – Theme 1, 129A

Character Sketch

Short story writing

Plot lines

One sentence summaries CRISS pg 111-

113

HM book

Theme 2


SCOPE & SEQUENCE

English - Grade 5

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January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 17: Dramatic Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama

and provide evidence from the text to support their understanding. 17.3 Identify and analyze

structural elements unique to

dramatic literature (for

example, scenes, acts, cast of

characters, stage directions).

Students will KNOW:

�A play is a story written to be acted

�A play includes character, setting, and plot.


� Identify and analyze structural elements

unique to dramatic literature

�Analyze the use of humor and suspense in a

play.

Mental imagery CRISS pg 105

Free-Write entries CRISS pg 155


101

Picture Notes CRISS pg 106

Observation Entries CRISS pg 165

Think-Pair-Share CRISS pg 56


Play – Theme 4, pg 461A

Writing Project

Start in Oct

and is on

going

17.4 Identify and analyze the

similarities and differences

between a narrative text and

its film or play adaptation.

Students will KNOW: �Differences between films and books

adaptations

�Plays are meant to be performed or read.


�Identify and analyze narrative text and its

film or play versions

�Compare and contrast the written and

performed version of a play after reading and

watching the play.


101

Pattern and Structure CRISS pg 33-

45


Play – Theme 4, pg 461H

Compare contrast Chart CRISS pg 101

Performance Poetry

Ongoing

GENERAL STANDARD 18: Dramatic Reading and Performance*

Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. 18.3: Develop characters

through the use of basic acting

skills (memorization, sensory

recall, concentration, diction,

body alignment, expressive

detail) and self-assess using

teacher-developed criteria

before performing.

Students will KNOW: �The criteria for basic dramatic presentations

Students will be able to DO: �Display the attributes of the character they

are portraying.

Ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

COMPOSITION STRAND GENERAL STANDARD 19: Writing

Students will write with a clear focus, coherent organization, and sufficient detail. For imaginative/literary

writing:

19.14 Write stories or scripts

containing the basic elements

of fiction (characters,

dialogue, setting, plot with a

clear resolution).

Students will KNOW: �The writing process has five steps –

prewriting, drafting, revising, proofreading,

and publishing,

�A personal essay explains the writer’s

opinion on a topic and gives reasons to

support the opinion.

�A character sketch creates a colorful and

vivid picture of what a real or fictional

character is like.

�Fiction stories include characters, dialogue,

setting, and plot with a clear resolution.

�A play has the same elements as fiction.

�A persuasive essay is to convince the reader

to think or act in a certain way.

Students will be able to DO: �Write stories, scripts, essays, or tall tales,

containing basic elements of fiction

(characters, dialogue, setting, plot with clear

resolution) using five step writing process.

Story Plans CRISS pg 147

HMW pg 78-81









Five-step writing process is

embedded in every theme

Personal essay – Theme 2, pg 158

Character sketch – Theme 2, pg

285K

Play – Theme 4, pg 461K

Personal narrative – Theme 4, pg

364

Biography – Theme 3,pg 333K

Persuasive essay – Theme 6, 624

Writing projects

On going

September

For imaginative/literary

writing:).

19.15 Write poems using

poetic techniques (alliteration,

onomatopoeia), figurative

language (simile, metaphor),

and graphic elements (capital

letters, line length).

Students will KNOW: �Basic poetry concepts (rhythm and rhyme)

Students will be able to DO: � Write poems using poetic techniques

(alliteration, onomatopoeia), figurative

language (simile, metaphor), and graphic

elements (capital letters, line length).

�Write a poem using the techniques of

repetition, rhythm, or rhyme.








Limericks-5 lines follow aabba

pattern


Poetry – Theme 2, page 253

Write a poem

Write a limerick

On going

usually

Start in

Feb.


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English - Grade 5

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January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month


writing:

19.16 Write brief research

reports with clear focus and

supporting detail.

Students will KNOW:

�Five steps in the writing process (see

standard 19.14)

�A biography is a written account of

someone else’s life.

�An autobiography is the factual story of a

person’s life written by that person.

�A personal narrative is a first-person

account of a true experience.

Students will be able to DO: � Write brief research reports with clear

focus and supporting detail.

� Use the five-step writing process to write a

description of a place or thing the student

knows about, respond to a writing prompt,

write a biography, personal narrative, or

research report.

CRISS Writing template pg 175

Frayer Model for Vocab CRISS pg

209

Sequence Organizers CRISS 103-

104

KWL CRISS pg 83

Brainstorming CRISS pg 62

Seed Discussions CRISS pg 63


Five-step writing process is

embedded in every theme

Biography – Theme 3, 333K

Autobiography – Thetme 2, pg 145

and Theme 5, pg 592

Personal narrative – Theme 4, pg

364

Write a research paper

Ongoing


writing:

19.17 Write a short

explanation of a process that

includes a topic statement,

supporting details, and a

conclusion.

Students will KNOW: �An explanation can give the steps of a

process, tell how something works, or tell

about a subject’s importance.

�When reading instructions pay attention to

numbers or order words such as first, next, or

finally.

�Instructions that explain how to make or do

something should be clear, complete, easy to

follow, and in the correct order.

�A journal is a diary, notebook, or file for

recording your thoughts, ideas, and

experiences.

Students will be able to DO: � Write a short sequential explanation of a

process that includes a topic statement,

supporting details, and a conclusion.

Writing Templates CRISS 175

Double-Entry reflective Journals

CRISS pg 158

HM- Personal Essay pg 158-159

HM Pg 109 Ordering Important

Information

HM pg 108 Writing an

announcement

Free Writes CRISS 155

Story Map HM pg 116

HM pg 117 Manuel’s Journal

HM Dear Diary entry pg 31

Dialogue Journals CRISS 161

Keep a journal (for reading, sharing)

Write and present “How To…”

compositions

Write Personal Essay

Act out Announcement that is scripted by

student(s)

HM- Rubric-Revise your personal essay pg

110

Ongoing

September


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

How Volcano is formed Graphic

organizer HM pg 47

Tall Tale Structure HM pg 78

CRISS- Report Writing Conclusion-

support Notes 184

Power notes CRISS 185


Explanation – Theme 5, pg 547K

Instructions – Theme 3, 333A and

Theme 4, pg 391K

Journal/diary – Theme 4, pg 437K

Write about volcano using graphic

organizer - category chart on pg 47


writing:

19.18 Write formal letters to

correspondents such as

authors, newspapers,

businesses, or government

officials.

Students will KNOW: �Basic letter writing

�A business letter can be written to request

information, express and opinion or

complaint, order a product, apply for a job, or

to persuade a person to do something.


� Write formal letters to correspondents such

as authors, newspapers, businesses, or

government officials.

HM- HM proofreading and Writing

Pg 123, 19

Paragraph templates CRISS 176-177


Business letter – Theme 2, pg 229K

(see standard 6.6 during Houghton

MifflinTheme 3)

Write a business letter

Towards

Middle of

year Jan.

GENERAL STANDARD 20: Consideration of Audience and Purpose

Students will write for different audiences and purposes. 20.3 Make distinctions among

fiction, nonfiction, dramatic

literature, and poetry, and use

these genres selectively when

writing for different purposes.

Students will KNOW: �How to write for different audiences


� Make distinctions among fiction,

nonfiction, dramatic literature, and poetry

� Write for different audiences

HM pg 24- Write a news Article

Discuss possible topics and

audiences


News article for specific audience

Later in the

year and is

ongoing


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

GENERAL STANDARD 21: Revising

Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and

word choice (diction) in their compositions after revising them. 21.4 Revise writing to

improve level of detail and

precision of language after

determining where to add

images and sensory detail,

combine sentences, vary

sentences, and rearrange text. .

Students will KNOW:

�How to write complete paragraphs in

compositions

� Words that appeal to the five senses are

called sensory words.

�A composition can be improved by

combining sentences.


� Revise writing to improve level of detail

and precision of language.

HM Adding Details pg 25

Writing complete Sentences HM pg

27


Sensory detail – Theme 1, pg 53C

Combining sentences – Theme 2,

207L

Rubric- Revising you description pg 26

Write Description Paragraph then use rubric

on page 26

Ongoing

September/

December

21.5 Improve word choice by

using dictionaries and

thesauruses.

Students will KNOW:

�A dictionary is used to find meaning,

spelling, pronunciation, and part of speech of

a word.

�A thesaurus helps writers find synonyms

and antonyms,

Students will be able to DO: � Determine when it would be appropriate to

use a dictionary or thesaurus.

HM-Dictionary skills pp 40, 55, 70

Thesaurus use HM pg 20


Thesaurus – Theme 1, pg 51G

Replace “tired” words with more vivid

words.

Vary word usage throughout a writing

piece. On going

start in

Sept/Nov

GENERAL STANDARD 22: Standard English Conventions

Students will use knowledge of standard English conventions in their writing, revising, and editing. 22.7 Use additional

knowledge of correct

mechanics (apostrophes,

quotation marks, comma use

in compound sentences,

paragraph indentations),

correct sentence structure

(elimination of fragments and

Students will KNOW:

�Editing tools and symbols

�Proper writing conventions


� Use additional knowledge of correct

mechanics (apostrophes, quotation marks,

comma use in compound sentences,

HM pg 110 Revising

HM Proofreading and Writing pp

19, 30, 39, 54, 73, 85, 103, 123

Grammar skills HM pg 23

Mechanics HM pg 45

Use revising in various writing exercises

such as poetry, essays and stories.

Ongoing

Sept


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

run-ons), and correct standard

English spelling (commonly

used homophones) when

writing, revising, and editing.

paragraph indentations), correct sentence

structure (elimination of fragments and run-

ons), and correct standard English spelling

(commonly used homophones) when writing,

revising, and editing.

CRISS Word Expansion pg 216

GENERAL STANDARD 23: Organizing Ideas in Writing

Students will organize ideas in writing in a way that makes sense for their purpose. 23.6 Decide on the placement

of descriptive details about

setting, characters, and events

in stories.

Students will KNOW: �How to organize ideas in writing in a way

that makes sense for their purpose

Students will be able to DO: � Decide on the placement of descriptive

details about setting, characters, and events in

stories.

Story Structure HM pg119

RAFT CRISS 186

Paragraph Templates CRISS 175-

177

Author’s Craft (Chapter 2)

Make a web/graphic organizer for use in

writing

Ongoing

November

23.7 Group related ideas and

place them in logical order

when writing summaries or

reports.

Students will KNOW: � Purpose of story board is to put things in

logical order

�A news article is a factual report that

answers Who, What, When, Where, Why,

and How.

�A paragraph of information gives facts.

�A summary is a brief account of a story or

nonfiction selection.


� Brainstorm ideas and place them in logical

order when writing summaries or reports.

�Write a news article that answers Who,

What, When, Where, Why, and How in a

logical order.

�Use the five steps in writing to write a

paragraph of information.

�Summarize a story or non-fiction selection

by paraphrasing the information in the

selection.


CRISS 33-34

Author’s Craft CRISS Chapter 2

Conclusion Support CRISS 126


Writing news article – Theme 1, pg

51K

Writing paragraph of information –

Theme 1, pg 105K and Theme 5,

547K

Summary – Theme 2, pg 181K + L

Create a storyboard

Sept/Nov


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

23.8 Organize information

about a topic into a coherent

paragraph with a topic

sentence, sufficient supporting

detail, and a concluding

sentence.

Students will KNOW:

�Writing process

�A compare and contrast paragraph explains

how two people, places, or things are both

alike and different.

�A clarification paragraph explains a

quotation or other statement, making its

meaning clear.

�An opinion paragraph includes beliefs that

may or may not have facts to support it.

Students will be able to DO: � Organize information about a topic into a

coherent paragraph with a topic sentence,

sufficient supporting detail, and a concluding

sentence.

�Write a clarification paragraph.

� Write a compare and contrast paragraph or

essay with a focus.

�Write an opinion paragraph.


CRISS 122

Read and Say CRISS 58


Compare and contrast paragraph –

Theme 5, pg 569K and Theme 6, pg

647K

Clarification paragraph – Theme 2,

207K

Opinion paragraph – Theme 6, pg

623K

Create Venn Diagrams, summarize a story

or book

Write a compare contrast piece

On going

starting in

Sept

GENERAL STANDARD 24: Research*

Students will gather information from a variety of sources, analyze and evaluate the quality of the

information they obtain, and use it to answer their own questions. 24.3 Apply steps for

obtaining information from a

variety of sources, organizing

information, documenting

sources, and presenting

research in individual and

group projects:

• Use an expanded range of

print and non-print sources

(atlases, data bases,

electronic, on-line resources);

• follow established criteria

Students will KNOW: � How to gather information from a variety

of sources, and use it to answer their own

questions.

�Use a print encyclopedia by looking up a

topic, using the letter with which the topic

begins.

�Use an electronic encyclopedia by using the

Search feature built into it.

�All books, videotapes, and other materials

in a library are listed in either a card catalog

or an electronic catalog.

Conclusion Support notes CRISS

122

Selective Highlighting and

underlining CRISS pg 42-44

Sticky notes CRISS 61-62

Main Idea HMW pg 148-149

CRISS Main Idea detail notes pg

118

Gather notes for a presentation


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

for evaluating information;

• locate specific information

within resources by using

indexes, tables of contents,

electronic search key words;

• organize and present

research using the grades 5–6

Learning Standards in the

Composition Strand as a guide

for writing; and

• provide appropriate

documentation in a consistent

format.

�Each book has a call number on its spine

which also appears in the library catalog.

�Characteristics of telephone directory,

thesaurus, dictionary, atlas, almanac,

encyclopedia.

�Print and electronic versions of dictionaries,

encyclopedias, atlases, and thesauruses are

widely available.

�A primary source is an account of a period

or event by someone who was there and a

secondary source is by someone who was not

there.

�Libraries often have audio, video, and print

versions of the same material.

�When you take notes, list important facts

and details you want to remember about the

topic.

�Paraphrasing is restating in your own words

what someone has written or said, without

changing the meaning.

�When evaluating a source of information

consider accuracy, reliability, currency, and

presence of author bias.

Students will be able to DO: �Apply steps for obtaining information from

a variety of sources, organizing information,

documenting sources, and presenting

research in individual and group projects:

�Use print and electronic encyclopedias to

answer questions.

�Use the catalog and call numbers in a

library to find a book on a topic of interest.

�Find answers to specific questions by

consulting the appropriate resource.

�Use multiple sources to research a topic.

�Determine whether several pieces of

Investigate primary resources using

Hartcourt Social Studies Pg 160


Print encyclopedia – Theme 1, pg

51H

Electronic encyclopedia – Theme 1,

pg 51H

Card and electronic library catalog –

Theme 1, pg 81H

Call number – Theme 1, 51H

Characteristics of varied reference

books – Theme 2, pg 181H

Print versus electronics – Theme 2,

pg 285H

Primary source – Theme 3, pg 309H

Library resources – Theme 4, pg

461H

Notetaking – Theme 4, 363H

Paraphrasing – Theme 4, pg 391H

Evaluating source – Theme 4, 413H


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

information are primary or secondary

sources.

�Take notes on a nonfiction selection and

organize them under topic headings.

� Take notes by paraphrasing a paragraph.

�Evaluate selections in the reading book and

a newspaper editorial for accuracy and bias.

GENERAL STANDARD 25: Evaluating Writing and Presentations*

25.3 Use prescribed criteria

from a scoring rubric to

evaluate compositions,

recitations, or performances

before presenting them to an

audience.

Students will KNOW: A rubric can be made for self-evaluation

Students will be able to DO: � Use prescribed criteria from a scoring

rubric to evaluate compositions, recitations,

or performances before presenting them to an

audience.

�Use the HM writing traits scoring rubric to

evaluate their own personal essay (see

standard 19.14).


evaluate their own original story (see

standard 19.14).


evaluate their own personal narrative (see

standard 19.6).


evaluate their own research report (see

standard 19.6). Theme 5, 494 – 495H


evaluate their own persuasive essay (see

standard 19.14). Theme 6, 625H

CRISS think pair share pg 56

CRISS KWL pg 38

Contrast Compare Chart CRISS 101

Also Harcourt Social Studies pg 68

Teacher Created Criteria

Brain Storm Student Created

Criteria

Use time lines Harcourt Social

Studies pg 46


A variety of scoring rubrics are

available throughout the program.

Personal essay – Theme 2, pg 159H

Original story – Theme 3, pg 289G

Personal narrative – Theme 4, 365H

Research report – Theme 5, pages

494-495H

Persuasive essay – Theme 6, pg

625H

Write up simple guidelines (of rubric)

Use evaluation process for any project

Compare citizenship today with another Era

Ongoing

starting in

October


SCOPE & SEQUENCE

English - Grade 5

of 27


January 2009

Massachusetts

Standards Priority

Curriculum

Benchmarks


Strategies


(Assessment) Month

MEDIA STRAND GENERAL STANDARD 26: Analysis of Media*

26.3 Identify techniques used

in educational reference

software and websites and

describe how these techniques

are the same as or different

from the techniques used by

authors and illustrators of print

materials.

Students will KNOW: �Media utilizes a multi-modal approach

Students will be able to DO: �Identify different types of media

When creating presentations use

various materials from approved

web sites

Use Harcourt Social Studies web

site

Hough Mifflin web site

Teacher-Student View clips from various

web sites for presentation

Use a Web Quest Ongoing

throughout

the year

GENERAL STANDARD 27: Media Production*

Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear

controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. 27.2 Create presentations

using computer technology.

Students will KNOW: �Computer vocabulary

Students will be able to DO: � Create presentations using computer

technology.

27.3 Create a media

production using effective

images, text, music, sound

effects, or graphics.

Students will KNOW: �Media affords creative application

unavailable in print.

Students will be able to DO: � Design and create coherent media

productions (audio, video, television,

multimedia, Internet, emerging technologies)

with a clear controlling idea, adequate detail,

and appropriate consideration of audience,

purpose, and medium.

Discuss presentation methods

Across content areas using various

projects from our texts. Implement

Searches using approved web sites

found in text books.

Harcourt Social Studies Pg 160

Create Native American Village a cross

curriculum project (History/Lang) to be

used in teacher generated slide show

View next years students as examples

Students use computer to research and

generate pictures for presentation

Assign different styles of book reports using

computer for research and word processing

Find Historical reference on computer

On Going

Starting in

Sept

scope & sequence priority curriculum possible...

Documents