Oak Grove Curriculum Scope & Sequence

Writing & Grammar (Grade 5)

Updated 8.14.17

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(start of year -  end of Oct)

Unit 1: How Writers Work (Launching)

  • We are learning to...
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) W.5
  • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.6
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.7
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience. W.10

Unit 1: How Writers Work

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). L.6

Workshop model components include:

  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

Schoolwide Unit of Study #1, “How Writers Work”

  • Mentor Texts:
  • Amelia’s 5th-Grade Notebook, by Marissa Moss
  • Come On, Rain!, by Karen Hesse
  • How Writers Work, by Ralph Fletcher
  • The Other Side, by Jacqueline Woodson
  • The Other Way to Listen, by Byrd Baylor
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • Twenty-Odd Ducks, by Lynne Truss
  • Dancing in the Wings, by Debbie Allen
  • John Henry, by Julius Lester
  • Shared Texts:
  •  “The Meadow”

Assessments for Unit 1:

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

Nov - Jan

Unit 2: Essay

  • We are learning to...
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) W.5
  • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.6
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.7
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience. W.10

Unit 2: Essay

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). L.6

Workshop model components include:

  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

Schoolwide Unit of Study #2, “Essay”

  • Mentor texts:
  • Chameleons Are Cool, by Martin Jenkins
  • Endangered Tigers, by Bobbie Kalman
  • Gentle Giant Octopus, by Karen Wallace
  • Hey, Little Ant, by Phillip and Hannah Hoose
  • A Quiet Place, by Douglas Wood
  • Sharks, by Seymour Simon
  • Surprising Sharks, by Nicola Davies
  • A Swim through the Sea, by Kristin Joy Pratt
  • The Table Where Rich People Sit, by Byrd Baylor
  • A Walk in the Rain Forest, by Rebecca L. Johnson
  • Essay Exemplars
  • “Check the Label”, by Ruthie Young
  • “Homework: Enough is Enough!”, by Michelle Peterson
  • “Going Green in School”, by Carol Lattimore
  • “Ban Smoking in Cars: Protect Children’s Right”, by Michelle Peterson
  • “Uniforms or No Uniforms? That Is the Question”, by E.D. Woodworth
  • “Who Wants to be a Millionaire?”, by Kara I. Stevens
  • Schoolwide Grammar Unit
  • Student Self-Reflection

Mentor Texts:

  • White Owl, Barn Owl, by Nicola Davies
  • John Henry, by Julius Lester
  • Fox, by Margaret Wild
  • Dancing in the Wings, by Debbie Allen
  • John Henry, by Julius Lester
  • Down the Road, by Alice Schertle
  • Twenty-Odd Ducks, by Lynne Truss

Assessments for Unit 2:

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(Feb - March)

Unit 3: Biography

  • We are learning to...
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) W.5
  • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.6
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.7
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience. W.10

Unit 3: Biography

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). L.6

Workshop model components include:

  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

Schoolwide Unit of Study #3, “Biography”

  • Mentor texts:
  •  Abe Lincoln: The Boy Who Loved Books, by Kay Winters
  • Alvin Ailey, by Andrew Davis Pinkney
  • Celia Cruz, Queen of Salsa, by Veronica Chambers
  • Ladies First: Women Athletes Who Made a Difference, by Ken Rappoport
  • Lives of the Athletes, by Kathleen Krull
  • A Picture Book of Harry Houdini, by David A. and Michael S. Adler
  • River Boy: The Story of Mark Twain, by William Anderson
  • Salt in His Shoes, by Deloris and Roslyn M. Jordan
  • Talkin’ About Bessie, by Nikki Grimes
  • Who Was George Washington?, by Roberta Edwards
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • White Owl, Barn Owl, by Nicola Davies
  • Dancing in the Wings, by Debbie Allen
  • John Henry, by Julius Lester
  • Twenty-Odd Ducks, by Lynne Truss
  •  Shared Texts:
  • “The Meadow”
  • “Memorial Day”

Assessments for Unit 3:

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(April - May)

Unit 4: Memoir

  • We are learning to…
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.4
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) W.5
  • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.6
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.7
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience. W.10

Unit 4: Memoir

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). L.6

Workshop model components include:

  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

Schoolwide Unit of Study #4, “Memoir”

  • Writing mentor texts:
  • 19 Varieties of Gazelle, by Naomi Shihab Nye
  • Bigmama’s, by Donald Crews
  • Childtimes: A Three-Generation Memoir, by Eloise Greenfield and Lessie Jones Little
  • Family Pictures/Cuadros de familia, by Carmen Lomas Garza
  • Home, by Michael Rosen (Ed.)
  • Letting Swift River Go, by Jane Yolen
  • My Rotten Redheaded Older Brother, by Patricia Polacco
  • Sitti’s Secrets, by Naomi Shihab Nye
  • When I was Your Age, Volume One, by Amy Ehrlich (Ed.) 
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • Twenty-Odd Ducks, by Lynne Truss
  • John Henry, by Julius Lester
  • White Owl, Barn Owl, by Nicola Davies
  • Shared Texts:
  • “Memorial Day”
  • Appendix 1: Capitalization Rules
  • Descriptive Language Mentor Text Supports:
  • Down the Road, by Alice schertle
  • Up North at the Cabin, by Masha Wison Chall

Assessments for Unit 4: