5th Grade TD Literacy Scope and Sequence Alignment U

pdated Summer 2017

Talent Development Alignment, Enrichment, and Extension
Suggested Major Concepts: Change, Systems, Power/Perspectives, Conflict/Relationships, & Innovation
User Guide FAQ
Click on cover pictures to access the folders of lessons.
Each schools TD teacher has the books pictured below that were used to create this alignment chart. If your school does not have these
resource, contact the TD department for help.

William & Mary William & Mary William & Mary Jacobs Ladder Jacobs Ladder William & Mary
Patterns of Autobiographies Colonial America Level 2 and 3 Nonfiction Perspectives
Change and Memoirs Social Studies Also used in 4th

Links to Help You Get Started

Literature Web Mini Lesson General Guidelines for Jacobs Ladder See column one
Google Slides Introduction to Literature Interpretation Program
SMART Board Lesson for Literature Web Resources for Jacobs Ladder
Vocabulary Web Rubric Rubrics for Jacobs Ladder
Literature Web Nonfiction Rubric
Literature Web Fiction Rubric
William and Mary Models Graphic Organizers

Christine Dowling Ann Gaines Sarah Holden-Bache

 Helpful Links
Click on the blue, underlined titles to take you to the documents.

Adding Items to Your Google Drive
Adding Items to Your Google Classroom
Supplemental Materials by Resource not in Scope and Sequence Order
Supplemental Resource by Standard n ot in Scope and Sequence Order
*Please note that majority of the resources cover multiple standards at once. It depends on how the teacher uses the resource.
William and Mary Small Group Lessons
Vocabulary Choice Boards & Lesson Plans
How to Use SCAMPER End of Novel Writing Tasks
Why Implement Concepts and Generalization in Your Classroom
Concept Development/ Taba Model Lessons
How to Implement Seminar in Your Classroom
Seminar Lesson Plans to support Academic Conversations
Growth Mindset Lessons and Resources
Direct Instruction Resources

Christine Dowling Ann Gaines Sarah Holden-Bache



CYCLE 1
CMS Scope & Sequence Advanced Studies

Cycle Reading Focus Focus Literacy Additional TD Resources & Alignment

Unit of Standards Genres Concept Universal
Study (Assessed Concepts
Performance
Standards)

Unit 1: RL.5.1 Quote Reading Understanding Change Jacobs Ladder Level 2:

Interpretati accurately from Fiction - 1st setting,
Page Standard(s) Covered Story Name
on Book a text when half character and
Clubs, explaining what theme within
20 RL 5.1, 5.2 Androcles
Bends 1-3 the text says Non-Fiction - fiction texts
1 (Removed explicitly and 2nd half
Unit 1: when drawing Understanding
23 RL 5.2 Arachne & Athena
Agency inferences from Writing main idea
and the text. Narrative and details to 31 RL 5.2, 5.3 Clay Marbles...
Independe compare texts
nce: RL5.2 Determine 36 RL 5.2, 5.3 Fox & Cat
Launching a theme of a
Reading story, drama,or 42 RL 5.2, 5.3 Mary Poppins
with poem from
Experience details in the 47 RL 5.2 Myth of Athena
d Readers) text,including

how characters
in a story or Page Standard(s) Covered Non Fiction Title
Unit 2: drama respond
92 The American Revolutionary
Begin to challenges or
RI 5.1, RI 5.2 War
Tackling how the speaker
Text in a poem 96
Complexity reflects upon a RI 5.1, RI 5.2 The Exploration of Space
, Bend 1 topic; summarize 100
(Removed the text. RI 5.1, RI 5.2 Graphic Ice Cream
Unit 2:High
110 RI 5.1, RI 5.2 It's Electric
Interest RL 5.3 Compare
Information and contrast two

Christine Dowling Ann Gaines Sarah Holden-Bache

al and or more
Literary characters,
114 RI 5.1, RI 5.2 The Metric System vs...
Non settings, or
Fiction) events in a story Jacobs Ladder Level 3:
or drama,
drawing on Page Standard(s) Covered Story Name
specific details in
the text (e.g., 25 RL 5.1, RL 5.2, RL 5.9 Brazilian Paradise
how
characters 57 RL 5.1, RL 5.2, RL5.3 Why Own a House When
interact). You Can Own a RV?

RI 5.2 Determine

two or more Jacobs Ladder Nonfiction Grade 5
main ideas of a Page Standards Covered Title
text and explain
how they are 99 RI 5.1, RI 5.2, RI 5.4 Remains of the Past:
supported by Roman Art and
key details; Architecture
summarize the
text.
103 RI 5.1, RI 5.2 Jacob Lawrence

RI 5.4 Determine
107 RI 5.1, RI 5.2 Duke Ellington
the meaning of
general
academic and William & Mary-- Patterns of Change:
domain specific Lesson 1: TE Pg 53/SE Pg 19
words and
- RL 5.1, RL 5.2, RL 5.6
phrases in a text
relevant to a - Texts: New feet with my garden go
grade 5 topics or - Small Group Lesson 1
subject area. Lesson 2: TE Pg
- Small Group Lesson 2
Lesson 3: TE Pg. 72/SE Pg. 19
- RL 5.1, RL 5.2, RL 5.4
- Texts: On the Pulse of Morning,
- Small Group Lesson 3a (Grammar)
- Small Group Lesson 3b (Poem)
Lesson 4: TE Pg. 79/SE Pg. 31-41
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RI 5.4

Christine Dowling Ann Gaines Sarah Holden-Bache

 - Texts: The Helpful Badger, various folk and
fairy tales
Lesson 5: Introduction to novel study assignment
- Texts: The Watsons Go To Birmingham, A Wrinkle
in Time, Chasing Vermeer, A Long Way From
Chicago, The Wednesday Wars, A Single Shard
Lesson 7: TE Pg. 98/SE Pg. 57-59, 65
- RL 5.1, RL 5.2
- Texts: On the Pulse of Morning, The Helpful
Badger
Lesson 8: TE Pg. 104/SE Pg. 67-70
- RL 5.1, RL 5.2, RL 5.5, RL 5.4
- Texts: all ignorance toboggans into know,
In the Windowsill
Lesson 9: TE Pg. 110/SE Pg. 73-77, 79
- RI 5.1, RI 5.2, RI 5.8
- Texts: I Should Have a Later Bedtime
Lesson 10: TE Pg. 116/SE Pg. 83-90
- RL 5.1, RL 5.2, RL 5.5, RL 5.4
- Texts: A Day, The Sleeping Flowers, The
Wind is Blowing West
Lesson 11A & Lesson 11B: TE Pg. 124/SE Pg. 93
- RI 5.1, RI 5.2, RI 5.6, RI 5.7, RI 5.8, RI 5.9
- Texts: newspaper editorial articles
Lesson 12: T E Pg.129(Novel synthesis)/SE Pg. 103-104
- RL 5.1, RL 5.2, RL 5.3, RL 5.6, RL 5.9
- Texts: The Watsons Go To Birmingham, A Wrinkle in
Time, Chasing Vermeer, A Long Way From
Chicago, The Wednesday Wars, A Single Shard
Lesson 13: TE Pg. 140/SE Pg. 105-110
- RL 5.1, RL 5.2, RL 5.3 (Taught through
symbolism)
- Texts: Suggested novels or other novels
Lesson 15A & Lesson 15B: TE Pg. 150/SE Pg. 121-127
- RI 5.1, RI 5.2, RI 5.3, RI 5.4, RI 5.5, RI 5.8
- Texts: A Bouquet of Wildflowers

Christine Dowling Ann Gaines Sarah Holden-Bache

 Lesson 17: TE Pg. 159/SE Pg.135-146
- RL 5.1, RL 5.2, RL 5.5, RL 5.9
- Texts: Buffalo Dusk, Below, My Daniel
Lesson 19: TE Pg. 172/SE 153-157
- RL/RI 5.1, RI 5.2, RL 5.4, RL 5.5, RI 5.8
- Texts: Walking
Final Assessment
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.6, RL 5.9
- Texts: New feet within my garden go,
From Little Gidding
Small Group Lessons & Student Contracts

William & Mary-- Autobiographies & Memoirs:
- Ghost Cat TE p. 88, SE p. 31 (RL 5.1, RL 5.2, RL 5.3)
- Literary Lessons TE p. 134, SE p. 78 (RL 5.1, RL 5.2, RL
5.3, RL 5.4, RL 5.6)
- Notes of a Translators Son TE p. 140, SE p. 89 (R L
5.1, RL 5.2, RL 5.6, RL 5.9)
- All Summer in a Day TE p. 167, SE p. 123 (R L 5.1, RL
5.4)
- - Charles TE p. 205, SE p. 179 (RL 5.1, RL 5.2, RL 5.6)
Blended Learning Resources
Small Group Lessons & Student Contracts

William & Mary-- Perspectives (with grade 4 resources):
- Lesson 1: TE Pg 38/ SE Pg 13
- RL 5.1, RL 5.2, RL 5.4
- Texts: The Princess and the Pea
- Lesson 3: TE Pg 52/ SE Pg 15-24
- RL 5.1, RL 5.2, RL 5.4, RL 5.5, RL 5.6
- Texts: The Ransom of Red Chief
- Lesson 5: TE Pg 64/ SE Pg 37-43
- RL 5.1 RL 5.2, RL 5.5, RL 5.9
- Texts: Boundless Grace, The Ransom of Red
Chief
Lesson 6: TE Pg 68/ SE Pg 47

Christine Dowling Ann Gaines Sarah Holden-Bache

 RL 5.1, RL 5.3, RL 5.7, RL 5.9
Texts: The Ransom of Red Chief, Androcles
and the Lion, The Golden Touch, The Gift of
the Magi
- Lesson 7: TE Pg 75
- RL 5.1, RL 5.3
- Texts: The Ransom of Red Chief
- Lesson 8: TE Pg 77
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, RL 5.9
- Texts: The Gift of the Magi, The Ransom of
Red Chief
- Lesson 9: TE Pg 86/ SE 61-74
- RL 5.1, RL 5.2, RL 5.3, RL 5.6, RL 5.9
- Texts: The Golden Touch
- Lesson 10: TE Pg 91/ SE Pg 79
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, RL 5.6, RL
5.9
- Texts: The Ransom of Red Chief, The Golden
Touch
- Lesson 11: TE Pg 94/ SE 83-93 & Pg 120
- RL 5.1, RL 5.2, RL 5.3, RL 5.5, RL 5.9
- Texts: Boundless Grace, The Ransom of Red
Chief, student choice
Lesson 15: TE Pg 112/ SE pg 105-106
- RL 5.1, RL 5.3, RL 5.6
- Texts: The Princess and The Pea, The Ransom
of Red Chief, Robin Hood and the Merry Old
Woman, The Gift of the Maji, Androcles and
The Lion, The Golden Touch, Boundless Grace

Organizing Thinking, Book 2:
- Charlottes Web: Assumptions, Reasons, and
Conclusions, p. 75 (RL 5.3)
- Main Idea and Supporting Details, p. 101 (RI 5.2)

Differentiated Activities and Assessments using the CCSS:

Christine Dowling Ann Gaines Sarah Holden-Bache

 (TD-provided resource book)
- Vocabulary Tic Tac Toe Activities p. 136-139 (RI 5.4)

CYCLE 2
CMS Scope & Sequence Advanced Studies

Cycle Reading Standards Focus Literacy Addition TD Resources & Alignment

Unit of (Assessed Genres Concept al
Study Performance Universal
Standards) Concepts

2 Unit 2: RI.5.1 Quote Reading Using Systems Jacobs Ladder Level 2:

Finish accurately from Nonfiction text-based
Page Standard(s) Covered Title
Tackling a text when evidence to
Text explaining what Writing understand The American Revolutionary
92 RI 5.1, RI 5.7
Complexity the text says Informative, nonfiction War
, Bend 2 explicitly and explanatory texts, text
(Removed when drawing structure, 110 RI 5.1, RI 5.7 It's Electric
Unit 2: inferences from research
Reading the text.

High Jacobs Ladder Level 3:
Interest RI.5.5 Compare Page Standard(s) Covered Story Name
Information and contrast the
al and overall structure 34 RI 5.1, RI 5.7 Excerpts from Common Sense
Literary (e.g.,
Nonfiction) chronology,com 38 RI 5.1, RI 5.7 Franklin D. Roosevelts First
parison, Inaugural Address Excerpt
Unit 3: cause/effect,
Begin problem 42 RI 5.1, RI 5.7 The Gettysburg Address
Argument /solution) of
and events, ideas,
54 RI 5.1, RI 5.7 Washingtons Letter
Advocacy concepts, or
(Moved information in
Unit 3: two or more
Page Standard(s) Covered Story Name
Learning texts.
through

Christine Dowling Ann Gaines Sarah Holden-Bache

 Westward RI.5.7 Draw on
Expansion information from
RI 5.1, RI 5.7 Economics 101
to Cycle 4) multiple print or The Systems of the Human Body:
RI 5.1, RI 5.7
digital sources, Part 1
demonstrating
RI 5.1, RI 5.7 The Systems of the Human Body:
the ability to
Part 2
locate an
answer to a General Guidelines for Jacobs Ladder program
question quickly
or to solve a William & Mary-- Colonial America Unit:
problem - Lesson 4 The Natural Environment as a System: Its
efficiently. Influence on Native Americans, p.62-91 (RI 5.1, 5.7,
.
5.9)
- Lesson 5 The Natural Environment as a System: Its
Influence on the English Colonists, p. 95-109 (RI 5.1,
5.7, 5.9)
- Lesson 6 Native Americans during the Colonial
Period, p.111-137 (RI 5.1, 5.7, 5.9)
- ** These lessons include a research and writing
component which aligns with the CMS S&S writing
performance tasks for Cycle 2.
- Lesson 14 From the System of Indentured Servitude
to the System of Slavery, p. 249-271 (RI 5.1)
- Lesson 15 The French and Indian War, p. 273-287 (RI
5.9)
- Blended Learning Resource

Christine Dowling Ann Gaines Sarah Holden-Bache



CYCLE 3
CMS Scope & Sequence Advanced Studies

Cycle Reading Focus Focus Literacy Additional TD Resources & Alignment

Unit of Standards Genres Concept Universal
Study (Assessed Concepts
Performance
Standards)

3 RL 5.3 Compare Reading Research, Power & Jacobs Ladder Level 2:

Unit 3: and contrast two Nonfiction - compare & Perspective
Page Standard(s) Covered Story Name
Finish or more 1st half contrast, s
Argument characters, Historical theme
31 RL 5.2, 5.3 Clay Marbles...
and settings, or Fiction - 2nd
Advocacy events in a story half
36 RL 5.2, 5.3 Fox & Cat
(Moved or drama,
Learning drawing on Writing
42 RL 5.2, 5.3 Mary Poppins
Through: specific details in Informational
Westward the text (e.g., , explanatory
Expansion how - 1st half 106 RI 5.3 The Great Depression
to Cycle 4) characters Opinion - 2nd
interact). half
Jacobs Ladder Level 3:
Unit 4:
Begin RL 5.9 Compare Page Standard(s) Covered Story Name
Historical and contrast
Fiction stories in the 26 RL 5.1, RL 5.2, RL 5.9 Christa McAuliffe
Book Clubs same genre
(2013-2014 (e.g., mysteries 30 RL 5.1, RL 5.2 RL 5.3 The Competition
unit) and adventure
stories) on their 34 RL, 5.1, RL 5.2 RL Excerpts from Common
approaches to 5.3, RL 5.4, RL 5.9 Sense
similar themes
and topics. 45 RL, 5.1, RL 5.2 RL Legacy
5.3, RL 5.4, RL 5.9
RI 5.3 Explain the
relationships or

Christine Dowling Ann Gaines Sarah Holden-Bache

interactions Jacobs Ladder Nonfiction Grade 5 CMS Made
between two or
Page Standard(s) Covered Title
more individuals,
events, ideas, or
26 RI 5.1, RI 5.2, RI 5.3, Summary of the Clean
concepts in a
historical, RI 5.5, RI 5.9 Air Act; Flints Water
scientific, or Crisis; Comparison
technical text Ladder
based on
specific 43 RI 5.1, RI 5.2, RI 5.3, Mindsets...; Fringe
information in RI 5.8, RI 5.9 Benefits of Failure;
the text. Comparison Ladder

RI 5.8 Explain 52 RI 5.1, RI 5.2, RI 5.3, How Old Are You;

how an author RI 5.9 Whats the Biggest
uses reasons and
Number; Comparison
evidence to
support Ladder
particular points
in a text, 59 RI 5.3, RI 5.4 George Boole and the
identifying which Wonderful World of 0s
reasons and and 1s
evidence
support which 65 RI 5.3, RI 5.8 Focus on the Global
point(s). Economy

RI.5.9 Integrate 70 RI 5.2, RI 5.3, RI 5.8 Excerpt from Seeing

information from Red: The Cold War
several texts on
and American
the same topic
in order to write
Opinion
or speak about
the subject 74 RI 5.1, RI 5.2, RI 5.3, Excerpt from Their
knowledgeably. RI 5.8 Finest Hour

80 RI 5.1, RI 5.2, RI 5.3, Womens Rights; Aint I

RI 5.6, RI 5.8, RI 5.9 A Woman;
Comparison Ladder

90 RI 5.1, RI 5.2, RI 5.3, Excerpt from William

Christine Dowling Ann Gaines Sarah Holden-Bache

 RI 5.6, RI 5.8, RI 5.9 Faulkner Speech;
Excerpt from Mario
Vargas Llosa speech;
Comparison Ladder

119 RL 5.2, RL 5.4, RI Composed Upon

5.3, RI 5.9 Westminster Bridge;
William Wordsworth;
Comparison Ladder

127 RL 5.2, RL 5.4, RI At The Window; D. H.

5.3, RI 5.9 Lawrence;
Comparison Ladder

137 RI 5.3, RI 5.8, RI 5.9 The Importance of

Critical Thinking

148 RI 5.3, RI 5.8 Should Schools

Replace Textbooks
With Tablets?
General Guidelines for Jacobs Ladder program

William & Mary-- Perspectives (with grade 4 resources):
Lesson 6: TE Pg 68/ SE Pg 47
RL 5.1, RL 5.3, RL 5.7, RL 5.9
Texts: The Ransom of Red Chief, Androcles
and the Lion, The Golden Tough, The Gift of
the Magi
- Lesson 7: TE Pg 75
- RL 5.1, RL 5.3
- Texts: The Ransom of Red Chief
- Lesson 8: TE Pg 77
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, RL 5.9
- Texts: The Gift of the Magi, The Ransom of
Red Chief
- Lesson 9: TE Pg 86/ SE 61-74

Christine Dowling Ann Gaines Sarah Holden-Bache

 - RL 5.1, RL 5.2, RL 5.3, RL 5.6, RL 5.9
- Texts: The Golden Touch
- Lesson 10: TE Pg 91/ SE Pg 79
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, RL 5.6, RL
5.9
- Texts: The Ransom of Red Chief, The Golden
Touch
- Lesson 11: TE Pg 94/ SE 83-93 & Pg 120
- RL 5.1, RL 5.2, RL 5.3, RL 5.5, RL 5.9
- Texts: Boundless Grace, The Ransom of Red
Chief, student choice
Lesson 15: TE Pg 112/ SE pg 105-106
- RL 5.1, RL 5.3, RL 5.6
- Texts: The Princess and The Pea, The Ransom
of Red Chief, Robin Hood and the Merry Old
Woman, The Gift of the Maji, Androcles and
The Lion, The Golden Touch, Boundless Grace

William & Mary -- Colonial America Unit:
- Lesson 9 Reasoning about Education During
Colonial Times, p. 179-191 (RI 5.8)

Differentiated Activities and Assessments using the CCSS
(TD provided resource book)
- Historical American Heroes Tic-Tac-Toe Assessment
p.116 (RI 5.3)

Organizing Thinking, Book 2
- Aesops Fables, p. 65-68 (RL 5.9)
- Describing a Historical Event p. 143 (RI 5.3)
- Abraham Lincoln and Frederick Douglas:
Comparing Leaders, p. 176 (RI 5.3)

CMS TD Power Unit: Power & Control

Christine Dowling Ann Gaines Sarah Holden-Bache

 CYCLE 4
CMS Scope & Sequence Advanced Studies

Cycle Reading Focus Focus Literacy Additional TD Resources & Alignment

Unit of Standards Genres Concept Universal
Study (Assessed Concepts
Performance
Standards)

4 RL.5.1 Quote Reading Analyze Conflicts Jacobs L adder Level 2 - Poetry:

Unit 4: accurately from historical point of and
Page Ladder & Standard(s) Poem Name
Finish a text when fiction, view, Relationships
Covered
Historical explaining what nonfiction, research,
Fiction the text says poetry craft and 60 C - RL.5.1, RL.5.2, Bedtime Story
Book Clubs explicitly and structure of
RL.5.6
(2013-2104 when drawing Writing poetry
unit) inferences from Informative
the text. /explanatory
67 B - RL.5.4, RL.5.5, Grapefruit
Unit 3 RL.5.6
(2013-2014) RL 5.4 Determine
: Learning the meaning of 70 B - RL.5.4, C - RL.5.1, Lift Every Voice and Sing
Through words and RL.5.2
Reading phrases as they
Westward are used in a 73 B - RL.5.4 My Shadow
Expansion text, including
(Moved figurative 76 C - RL.5.1, RL.5.2, My Sister is a Sissy
from Cycle language such RL.5.4
3; as metaphors
Removed and similes. 79 C - RL.5.1, RL.5.2, Occupant of Room #709
NonFiction RL.5.4, RL.5.6
Research RL 5.6 Describe
Projects how a narrators 82 A - RL.5.5, C - Overpopulation
Unit) or speakers
RL.5.1, RL.5.2
point of view
influences how
events are
85 C - RL.5.1, RL.5.2, School House is A Rockin
described. RL.5.4, RL.5.6

Christine Dowling Ann Gaines Sarah Holden-Bache

RI 5.4 Determine
the meaning of
88 C - RL.5.1, RL.5.2, Untitled
general RL.5.4
academic and
domain specific
Jacobs Ladder Level 3 - Poetry:
words and
phrases in a text Page Ladder & Standard(s) Poem Name
Covered
relevant to a
grade 5 topics or
subject area. 62 A - RL.5.5, RL.5.6 Corn Song

RI 5.6 Analyze 65 C - RL.5.1, RL.5.2 The Harp

multiple
accounts of the 68 C- RL.5.1, RL.5.2, I Am the Moon
same event or RL.5.4
topic, noting
important 71 C - RL.5.2, RL.5.6 If
similarities and
differences in the 74 A & C - RL.5.2, The Lament of the Frog
point of view RL.5.4, RL.5.5, RL.5.6 Prince
they represent.
77 A - RL.5.5, RL.5.6 The Road Not Taken
C - RL.5.1, RL.5.2

80 A & C - RL.5.2, Sinking Sunset

RL.5.4, RL.5.5, RL.5.6

83 C - RL.5.1, RL.5.2, Sunset

RL.5.4

86 A - RL.5.5, RL.5.6 The Visit

Jacobs Ladder Level 3 - Short Stories
Page Standard(s) Covered Title

51 RL, 5.1, RL 5.2 RL Moving Pictures Evoke

5.3, RL 5.4, RL 5.9 Concern, 1922
General Guidelines for Jacobs Ladder program

Christine Dowling Ann Gaines Sarah Holden-Bache


Differentiated Activities and Assessments using the CCSS
(TD provided resource book)
- Questivities - Immigrant Journal from the 1800s p.
108 (RL 5.6, RI 5.9)

William & Mary-- Autobiographies & Memoirs:
- I Am Cherry Alive TE p. 83, SE p. 23 (RL 5.1, RL 5.4, Rl
5.6)
- Ghost Cat TE p. 88, SE p. 31 (RL 5.1, RL 5.2, RL 5.3)
- Literary Lessons TE p. 134, SE p. 78 (RL 5.1, RL 5.2, RL
5.3, RL 5.4, RL 5.6)
- Notes of a Translators Son TE p. 140, SE p. 89 (RL
5.1, RL 5.2, RL 5.6, RL 5.9)
- All Summer in a Day TE p. 167, SE p. 123 (RL 5.1, RL
5.4)
- Ode to My Library TE p. 178, SE p. 153 (RL 5.1, RL
5.4, RL 5.6)
- - Charles TE p. 205, SE p. 179 (RL 5.1, RL 5.2, RL 5.6)
Blended Learning Resources
Small Group Lessons & Student Contracts

William & Mary -- Colonial America unit:
- Lesson 8 Point of View and Assumptions, p.163-178
(RL 5.6)
- Lesson 12 Multiple Perspectives p. 235-237 (RI 5.6)

Organizing Thinking, Book 2
- Fog, p. 87 (RL 5.4)

Meeting of the Minds (RL 5.6)

Christine Dowling Ann Gaines Sarah Holden-Bache

 CYCLE 5
CMS Scope & Sequence Advanced Studies

Cycle Reading Focus Focus Literacy Additional TD Resources & Alignment

Unit of Standards Genres Concept Universal
Study (Assessed Concepts
Performance
Standards)

5 Unit 3 RI 5.4 Reading Paired Innovation

(2013-2014) Determine the fiction texts, Values and Jacobs Ladder Nonfiction Grade 5
: Finish meaning of & nonfiction research, Beliefs
Learning Page Standards Covered Title
general test prep
Through
Reading
academic and Writing 99 RI 5.1, RI 5.2, RI 5.4 Remains of the Past:
Westward domain Informative/ Roman Art and
Expansion specific words explanatory Architecture
(Removed and phrases in
- Unit 5: a text relevant 43 RI 5.1, RI 5.2, RI 5.3, Mindsets...; Fringe Benefits
Non-Fiction to a grade 5 RI 5.8, RI 5.9 of Failure; Comparison
Research topics or Ladder
Projects)
subject area.
59 RI 5.3, RI 5.4 George Boole and the
Test Prep

RI 5.8 Explain Wonderful World of 0s
how an author and 1s
uses reasons
65 RI 5.3, RI 5.8 Focus on the Global
and evidence
Economy
to support
particular 70 RI 5.2, RI 5.3, RI 5.8 Excerpt from Seeing Red:
points in a text, The Cold War and
identifying American Opinion
which reasons
and evidence 74 RI 5.1, RI 5.2, RI 5.3, Excerpt from Their Finest
support which RI 5.8 Hour
point(s).

Christine Dowling Ann Gaines Sarah Holden-Bache

 80 RI 5.1, RI 5.2, RI 5.3, Womens Rights; Aint I A
RI 5.6, RI 5.8, RI 5.9 Woman; Comparison
Ladder

William & Mary-- Patterns of Change:
Lesson 9: TE Pg. 110/SE Pg. 73-77, 79
- RI 5.1, RI 5.2, RI 5.8
- Texts: I Should Have a Later Bedtime
Lesson 11A & Lesson 11B: TE Pg. 124/SE Pg. 93
- RI 5.1, RI 5.2, RI 5.6, RI 5.7, RI 5.8, RI 5.9
- Texts: newspaper editorial articles
Lesson 15A & Lesson 15B: TE Pg. 150/SE Pg. 121-127
- RI 5.1, RI 5.2, RI 5.3, RI 5.4, RI 5.5, RI 5.8
- Texts: A Bouquet of Wildflowers

William & Mary -- Colonial America Unit:
- Lesson 9 Reasoning about Education During
Colonial Times, p. 179-191 (RI 5.8)

Differentiated Activities and Assessments using the CCSS:
(TD-provided resource book)
- Vocabulary Tic Tac Toe Activities p. 136-139 (RI 5.4)

Christine Dowling Ann Gaines Sarah Holden-Bache



CYCLE 6
CMS Scope & Sequence Advanced Studies

Cycle Reading Focus Focus Literacy Additional TD Resources & Alignment

Unit of Standards Genres Concept Universal
Study (Assessed Concepts
Performance
Standards)

6 Unit 4: RL.5.1 Quote Reading Theme, Utopia

Fantasy accurately from fantasy theme William & Mary-- Perspectives (with grade 4 resources):
Book a text when and/or across - Lesson 3: TE Pg 52/ SE Pg 15-24
Clubs/ explaining what
social issues texts, - RL 5.1, RL 5.2, RL 5.4, RL 5.5, RL 5.6
Social the text says
Issues Book explicitly and
author - Texts: The Ransom of Red Chief
Clubs when drawing Writing study - Lesson 5: TE Pg 64/ SE Pg 37-43
(Previously inferences from Student - RL 5.1 RL 5.2, RL 5.5, RL 5.9
Units 6 & 8) the text. choice - Texts: Boundless Grace, The Ransom of Red
Chief
(Removed RL5.2 Determine Lesson 6: TE Pg 68/ SE Pg 47
- Unit 9: a theme of a RL 5.1, RL 5.3, RL 5.7, RL 5.9
Author story, drama,or
Texts: The Ransom of Red Chief, Androcles
Study: poem from
Reading details in the
and the Lion, The Golden Tough, The Gift of
Like a Fan) text,including the Magi
how characters - Lesson 8: TE Pg 77
in a story or - RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, RL 5.9
drama respond - Texts: The Gift of the Magi, The Ransom of
to challenges or Red Chief
how the speaker - Lesson 9: TE Pg 86/ SE 61-74
in a poem
- RL 5.1, RL 5.2, RL 5.3, RL 5.6, RL 5.9
reflects upon a
topic; summarize
- Texts: The Golden Touch
the text. - Lesson 10: TE Pg 91/ SE Pg 79
- RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, RL 5.6, RL
RL.5.3 Compare 5.9

Christine Dowling Ann Gaines Sarah Holden-Bache

and contrast two - Texts: The Ransom of Red Chief, The Golden
or more Touch
characters, - Lesson 11: TE Pg 94/ SE 83-93 & Pg 120
settings, or
- RL 5.1, RL 5.2, RL 5.3, RL 5.5, RL 5.9
events in a story
or drama,
- Texts: Boundless Grace, The Ransom of Red
drawing on Chief, student choice
specific details in Lesson 15: TE Pg 112/ SE pg 105-106
the text (e.g., - RL 5.1, RL 5.3, RL 5.6
how - Texts: The Princess and The Pea, The Ransom
characters of Red Chief, Robin Hood and the Merry Old
interact). Woman, The Gift of the Maji, Androcles and

The Lion, The Golden Touch, Boundless Grace

RL 5.6 Describe
how a narrator's

or speaker's Jacobs Ladder Nonfiction Grade 5
point of view
influences how
Page Standards Title
events are
described.
Covered

RL.5.7 Analyze 112 RL 5.1, RL 5.2, RL Break, Break,

how visual and 5.6, RL 5.7 Break; Korean
multimedia War Photo
elements Analysis;
contribute to the Comparison
meaning, tone, Ladder
or beauty of a
text.

RL 5.9 Compare
and contrast
stories in the
same genre
(e.g., mysteries
and adventure
stories) on their
approaches to
similar themes
and topics.

Christine Dowling Ann Gaines Sarah Holden-Bache

 Organizing Thinking, Book Two

The following blank graphic organizers are appropriate for fifth grade students. These have multiple uses and applications; a
few suggestions are provided. Before each organizer, a brief, generic lesson plan is provided.
Each graphic organizer is also used with a short story, novel or non-fiction passage in the book, for more guided lessons on the
concept.

Organizer Page Purpose Suggested Use

Compare and Contrast
11 To identify similarities and differences between compare characters, settings,
two concepts plots, etc. A more orderly
version of a Venn
Diagram--requires students to
identify the characteristic
theyre using to compare the
concepts

Compare and Contrast 13 To compare two concepts using this format: Figurative
language--analysis of
With regard to ______, (item one and its metaphors
characteristic), but (item two and its
characteristic)

Time Lines and Parallel Timelines
16, 17 To sequence events in plots, to compare When studying plot, use
character actions in stories, to organize to track the rising and falling
narrative writing actions. When studying
characters, use to note
significant events that
demonstrate character traits or
development. Use parallel time
lines to compare protagonist
and antagonist actions, or

Christine Dowling Ann Gaines Sarah Holden-Bache

 main and supporting
characters.

Transitive Order Graph 21 To rank actions or events that influence a Identify events that make a
factor character act a certain way,
rank in order of importance
events or characters; provide
supporting details in order of
importance to support a main
idea

Cycle Graph 22 To record cyclical occurrences, or to depict Illustrate a cycle being studied
interrelationship in a concept unit on patterns of
change

Steps/Flowchart Diagrams 24 To sequence or visualize decision making Story sequence, character

processes action analysis

Central Idea Graph 30, 31 To identify main idea and supporting details, or In a mini-lesson to help students
to plan for writing identify main idea and
supporting details. To analyze
character actions that support
a character trait or inference
about the character. To
identify multiple causes for an
effect or outcome.

Arch Diagram 32, 33 To identify reasons supporting a conclusion In a lesson on reasoning and
assumptions

Branching Diagram 37, 38 To illustrate systems When reading a nonfiction text,

to organize information about
systems, such as government

Christine Dowling Ann Gaines Sarah Holden-Bache