DLI 5th Grade Guide

5th Grade Scope & Sequence

SCAFFOLDING IN ACTION

● Provide a graphic organizer (may be found in the Reading/Writing Companion) and model how to create details about characters, setting, plot, confict and resolution. ● Point out the word banks in the Reading/Writing Companion or provide one if not available when students are completing writing or speaking tasks to support their responses. ● Support students in creating fgurative language and using sensory details. ● For extended writing prompts, provide the Student Model found in Writer’s Notebook>Teacher Resources>Unit 6 highlighting the language and structure a student will need in order to be able to reproduce their own narrative poem. ● For extended writing prompts, provide the Writer’s Outline in the Writer’s Notebook >Teacher Resources>Unit 6. Newcomers may only be able to complete the outline and/or a paragraph with word banks using a mix of their home language and English. ● In discussion, model and have students use the sentence frames provided and word banks to support their responses. ● Provide the Visual Vocabulary cards to build content knowledge.

Multilingual Learners

Advanced Learners

Digital Tool: Inquiry Space Performance Task: Write About: Lewis & Clark Wonders Connect to Content: Social Studies. Reading/Writing Companion p. 208-213. Research and Inquiry Projects (Teacher or Student Choice) ● “Outstanding Contributions” (T26) Product: Cause/Effect Chart ● “Blending In” (T108) Product: Slideshow ● “Be Nice” (T184) Product: Email

INTERDISCIPLINARY CONNECTIONS

Social Studies

Wonders TE T26 Students research US entry into World War II using primary and secondary sources, cause and effect, and desired outcomes of US entry into the war. Social Studies Standard 5.5.1: Compare the motivations for and desired outcomes of US entry into two or more of the wars of the 20th and 21st centuries.

Arts Integration

Resources