Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: Relationships can bring both problems and rewards.
Theme 4: Person to Person
Selection #1 Mariah Keeps Cool
Focus Standards (CCSS)
Fictional Text
Reading for Literature
Writing
Source: Houghton Mifflin
RL.5.3 Compare and contrast two or more
characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g. how the
characters interact).
W.5.1 Write an opinion piece on topics or
texts, supporting a point of view with reasons
and information.
Comprehension Strategy: Predict/ Infer
Comprehension Skill: Problem Solving and
Decision Making
Content Skill (How to…): read a news article
Language
Structural Analysis: consonant clusters
Speaking and Listening
Spelling: VCCCV pattern
SL.5.1d Review the key ideas expressed and draw
conclusions in light of information and knowledge
gained from the discussion.
Vocabulary: Base words and inflected forms
Writing: Memo
L.5.4a Use context (e.g. cause/effect
relationships and comparisons in text) as clues
to the meaning of a word or phrase.
Grammar: Comparing with adjectives
Vocabulary: amazingly, celebration,
Building Background: Get Set to Read pgs. 342-343
decorate, detain, festive, honor, reluctant,
Have students discuss the possible rewards of being a volunteer.
spectators, suspects, volunteered
Response to Literature Prompt/Expressive Task: (orally or in writing)
Is Lynn surprised by the party, or did she know that something was up? Find details in the story to support your answer.
Additional Writing Task: Informative/Explanatory
Why do you think Mariah chooses the gift she does for Lynn? Do you think it was the right choice? Why or why not?
Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: Relationships can bring both problems and rewards.
Theme 4: Person to Person
Selection #2 Mom’s Best Friend
Focus Standards (CCSS)
Informational Text
Reading for Literature
Writing
Source: Houghton Mifflin
RL.5.1 Quote accurately from a text when
explaining what the text says explicitly and when
drawing inferences from the text.
W.5.1 Write an opinion piece on topics or
texts, supporting a point of view with reasons
and information.
Comprehension Strategy: Monitor/Clarify
Comprehension Skill: Noting Details
W.5.1b Provide logically ordered reasons that
are supported by facts and details
Content Skill (How to…): outline
Structural Analysis: less common long e
spellings
Spelling: VV pattern
Vocabulary: More multiple-meaning words
Writing: Instructions
Grammar: Commas
Speaking and Listening
Language
SL.5.1a Come to discussions prepared, having read
or studied required material; explicitly draw on
that preparation and other information known
about the topic to explore ideas under discussion.
L.5.2b Use a comma to separate an
introductory element from the rest of the
sentence.
L.5.2c Use a comma to set off the words yes
and no and to indicate a direct address.
Vocabulary: attachment, Braille, dog guide, Building Background: Get Set to Read pgs. 366-367
instinct, layout, mastered, mature,
Have students discuss the possible obstacles a guide dog might help a person avoid or maneuver around.
memorizing, obedience, obstacles
Response to Literature Prompt/Expressive Task: (orally or in writing)
What traits does a person need to be a good dog trainer of dog guides? Tell why you would or would not be good at this job.
Additional Writing Task: Informative/Explanatory
Compare the family described in this selection with Mariah’s family in Mariah Keeps Cool. Think about how the members work together, and what is
important to each family.
Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: Relationships can bring both problems and rewards.
Theme 4: Person to Person
Selection #3 Yang the Second and Her
Secret Admirers
Focus Standards (CCSS)
Fictional Text
Source: Houghton Mifflin
Comprehension Strategy: Question
Reading for Literature
Writing
RL.5.6 Describe how a narrator’s or speaker’s
point of view influence how events are
described.
W.5.3 Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
Comprehension Skill: Compare and Contrast
Speaking and Listening
Content Skill (How to…): read a magazine
article
SL.5.3 Summarize the points a speaker makes
and explain how each claim is supported by
reasons and evidence.
Structural Analysis:
W.5.3e Provide a conclusion that follows
from the narrated experiences or events.
Language
Spelling: -ed and –ing endings
Vocabulary: prefixes in a dictionary
Writing: How-to paragraph
Grammar: Interjections; quotations
L.5.3a expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style.
Vocabulary: accompaniment,
Building Background: Get Set to Read pgs. 392-393
demonstration, heritage, impressed, noble,
Have students point out examples of Chinese heritage and have them compare them to examples from their
opera, rhythmic, tradition
own culture.
Response to Literature Prompt/Expressive Task: (orally or in writing)
What do you think will happen next in this story? Why?
Additional Writing Task: Informative/Explanatory
Compare and contrast the way Second Sister and Paul Eng react after they hear the false rumor.
Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: Relationships can bring both problems and rewards.
Theme 4: Person to Person
Selection #4 Dear Mr. Henshaw
Focus Standards (CCSS)
Fictional Text
Reading for Literature
Writing
Source: Houghton Mifflin
RL.5.5 Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
W.5.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
Structural Analysis: Suffixes
Speaking and Listening
Language
Spelling: Suffixes
SL.5.1c Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of others.
L.5.2d Use underlining, quotation marks, or
italics to indicate titles of works.
Comprehension Strategy: Evaluate
Comprehension Skill: Making Inferences
Content Skill (How to…): read a poem
Vocabulary: Word connotations
Writing: Journal entry
Grammar: Abbreviations; titles
Vocabulary: description, diary, difference,
Building Background: Get Set to Read pgs. 414-415
disappointed, experience, prose, rejected,
What different types of writing do you use in your daily life?
snoop, splendid, submitted, understanding
Response to Literature Prompt/Expressive Task: (orally or in writing)
Writing is important to Leigh. In what ways do you think writing helps him? Be sure to use examples from the text to support your answer.
Additional Writing Task: Informative/Explanatory
Leigh Botts uses his writing to connect with people. How do Mariah, Mom, and Yingtao make connections with people?
Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: The spirit of the American Revolution lives on.
Theme 3: Voices of the Revolution
Selection # 1 And Then What Happened,
Paul Revere?
Focus Standards (CCSS)
Reading for Literature
Writing
W.5.2 Write informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
Comprehension Strategy: Evaluate
RL.5.3 Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in the
text (e.g. how characters interact)
Comprehension Skill: Author’s Viewpoint
Speaking and Listening
Informational Text
Source: Houghton Mifflin
Content Skill (How to…): read song lyrics
Structural Analysis: Possessives and
contractions
Spelling: final /ǝr/ sound
SL.5.2 Summarize a written text read aloud
or information presented in diverse
media and format, including visually,
quantitatively, and orally.
Language
L.5.6 Acquire and use accurately grade
appropriate general academic and domainspecific words and phrases, including those
that signal contrast, addition, and other logical
relationships.
Vocabulary: Synonyms
Writing: Character Sketch
Grammar: More about verbs
Vocabulary: cargo, colonies, express,
liberty, oppose, Patriot, revolution, sentries,
taxes
Building Background: Get Set to Read pgs. 260-261
Discuss the differences: country, flag, uniform, belief, etc. between the colonists and British soldiers and the
labels that are attached to each group.
Define freedom and brainstorm ways to exercise freedom today.
Response to Literature Prompt/Expressive Task: (orally or in writing)
Pick 3 of the following words to describe Paul Revere “smart, ambitious, busy, lucky, energetic, accomplished”, or some other words. Provide details from
the story to support each of these traits.
Additional Writing Task: Informative/Explanatory
This story highlighted Paul Revere, one of many people during the American Revolution that believed in freedom. Name at least 2 ways you exercise this
freedom today.
Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: The spirit of the American Revolution lives on.
Theme 3: Voices of the Revolution
Selection # 2 Katie’s Trunk
Focus Standards (CCSS)
Fictional Text
Reading for Literature
Writing
Source: Houghton Mifflin
RL.5.3. Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in the
text (e.g. how characters interact)
1. Write opinion pieces on topics or texts…
3. Write narratives to develop real or imagined
experiences or events…
Comprehension Strategy: Summarize
Comprehension Skill: Cause and Effect
Content Skill (How to…): read primary
sources
Structural Analysis: Final Digraphs
Language
RL.5.4. Determine the meaning of words and
phrases as they are used in a text, including
figurative language such as metaphors and
similes.
Spelling: VCCV and VCV patterns
Vocabulary: The pronunciation key in a
dictionary
Writing: Friendly Letter
Grammar: Using the correct verb
Vocabulary: arming, drilling, fierce, just,
kin, peered, rebels, skirmish, skittish
Speaking and Listening
L.5.5. Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings. (a) Interpret
figurative language, including similes and
metaphors, in context.
SL.5.4.b Memorize and recite a poem
or section of a speech or historical document using
rate, expression, and gestures appropriate to the
selection.
Building Background: Get Set to Read pgs. 290-291
Gather and organize information using a Multi-Flow Map to chart the causes and effects
of the American Revolution to aid in the on-going discussion
Response to Literature Prompt/Expressive Task: (orally or in writing)
What feelings or emotions did the main character have in the story? What caused these feelings?
Additional Writing Task: Informative/Explanatory
Katie and Paul Revere faced big challenges. What has been your biggest challenge and how did you face that challenge?
Bonneville School District
ELA Scope and Sequence
Grade 5
Theme Concept: The spirit of the American Revolution lives on.
Theme 3: Voices of the Revolution
Selection # 3 James Forten
Focus Standards (CCSS)
Informational Text
Reading for Literature
Writing
Source: Houghton Mifflin
RL.5.3. Explain how an author uses reasons and
evidence to support particular points in a text,
identifying which reasons and evidence support.
W.5.2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
Comprehension Strategy: Question
Language
Comprehension Skill: Following Directions
Content Skill (How to…): follow directions
Structural Analysis: Prefixes
Spelling: final /l/ or /ǝl/ sound
Vocabulary: Antonyms
Speaking and Listening
SL.5.1. Engage effectively in a range of
collaborative discussions…
L.5.6. Acquire and use accurately grade
appropriate general academic and
domain-specific words and phrases, including
those that signal contrast, addition, and other
logical relationships.
Writing: Biography
Grammar: Adjectives
Vocabulary: abolitionists, apprentice,
Building Background: Get Set to Read pgs. 310-311
assisted, captives, conflict, dread,
Have discussion focused on the role of African Americans in America’s war for independence.
encouraged, enslavement, influential,
privateers, tacking
Response to Literature Prompt/Expressive Task: (orally or in writing)
Do you think James Forten was treated fairly when he was a prisoner? What rights do you think prisoners of war should have?
Additional Writing Task: Informative/Explanatory
Many people, both Patriots and Tories, risked their lives differently, depending on what their beliefs were during the American Revolution.
Explain how Paul Revere, Katie Gray, and James Forten risked their lives for the good of the cause?