5th+Grade



5th Grade Curriculum Map


 * Embedded Skills Activities **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**


 * Definition **

Perspective
 * Synonyms **

** Scope and Sequence Level ** S || * Teacher introducing the vocabulary ideas of "pro" vs. "con".

Purpose-R //**
 * Teacher provides samples of expository/informational text, containing multiple point's of view. As a group, class determines the "pros" and "cons" details contained in the text. || * In small groups students read a piece of text that contains an obvious point of view. Students then work together to "highlight" the details that reveal the author's point of view and draw a conclusion based on those details. ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s


 * Definition **

Reason for writing
 * Synonyms **

** Scope and Sequence Level ** S || * Quick review of the different purposes an author has for writing: Persuade, Inform and Entertain. Teacher needs to also introduce synonyms for persuade (convince), inform (teach) and entertain. || * Through out various texts students must identify the author's purpose. ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**


 * Definition **

** Synonyms **


 * Scope and Sequence Level ** S || http://www.educationworld.com/a_lesson/lesson/lesson275.shtml

Students will be able to complete a task by following a given series of steps.

Following directions || * Follow morning procedures
 * Write detailed instructions to make something ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**


 * Definition **

link webpage
 * Synonyms ** hyperlink

** Scope and Sequence Level ** S || []
 * Teacher models navigation of a page and the interactive nature of the internet. || * Compare and contrast electronic text with traditional text. ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**


 * Definition **


 * Synonyms **

S || * Provide students with an example of text, comic strip or television clip that provoke the viewer or reader to draw a conclusion based on what they saw or read. Teacher models a "think aloud" as he/she finds supporting details that lead to a conclusion. Make sure to mention that authors like to challenge their audience by not always explicitly stating everything.. Look for examples in: ~ Comic strips ~ Short stories ~ Television/movie clips ~ Children's books || * In small groups students will read comic strips, short stories or excerpts that provoke the reader to draw a conclusion. Students "highlight" supporting details that lead to the conclusion. ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**


 * Definition **

** Synonyms **

S || * Review possible character traits found in various text and evidence from the text that supports the trait(s). Evidence comes from the character's dialogue, action and thoughts. || * Character Journal - follow a character in a text. Identify a character trait that the character displays and site evidence from the text that supports that trait (dialogue, action or thoughts). ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**


 * Definition **


 * Synonyms **

S || * Teacher presents different types of data tables, charts and graphs. Model how to analyze features of each visual and what they mean. Teacher should also model how to use the data presented in different situations. || * Provide samples of different types of data tables, charts and graphs. Students work in small groups to take notes on what they see and how they could possibly use this information. ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**


 * Definition **


 * Synonyms **

S || * Teacher presents a completed graphic organizer and models through a "think aloud" how to draw conclusions based on what is filled in. This process should be completed with a variety of different graphic organizers. Some include: Cause and Effect, Main Idea, Character Traits, Venn Diagrams, Sequencing, Feature Web, etc. || * Students are provided with a large blank graphic organizer as well as "cut up" features that could be placed into the parts of the graphic organizer. Students work in teams to "solve the puzzle" of where each statement belongs. || * Teachers provide students with a grade level appropriate text and a graphic organizer that is partially completed. Students will read the text and will appropriately fill in the missing pieces. ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**


 * Definition **


 * Synonyms **

S || Teacher should review each literary device to ensure that students understand vocabulary and how each is used appropriately. For teaching the devices of similes and metaphors teachers can provides examples of each and comparing and contrasting similes and metaphors. Teachers then model sorting or highlighting if the phrase is a simile or metaphor. || For simile and metaphor: Teachers provide students with examples of phrases that contain similes and metaphors. Students work in small groups to sort phrases and discuss/explain why they sorted the phrase into the category. || Teacher provides students with a piece of text that contains both similes and metaphors. Using two different highlighters students will highlight the phrases that contains similes and metaphors using the coordinating color. ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**


 * Definition **


 * Synonyms **

S || * Read to comprehend and interpret poetry
 * Scope and Sequence Level **
 * Discover major characteristics of a poem
 * Intent, use of figurative language, symbolism.
 * Analyze tone and spirit ||  ||   ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**


 * Definition **


 * Synonyms **

S || Using a section of text (or single sentences) containing unknown vocabulary, teacher will model through a "think aloud" how to discover the meaning of the unknown word using the rest of the text or sentence. Teacher will make sure to demonstrate how to highlight important details that aided determining the meaning. Extension: Vocabulary Maps Vocabulary Bingo || In small groups, student will read a piece of text containing new vocabulary. Students will use the context to define the word. || Individually, students will determine meaning of new vocabulary. Students will highlight the important details that helped them determine the definition. ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**


 * Definition **


 * Synonyms **

E || Teacher will introduce/review Question Answer Response method. This method helps students to identify if the information will be "right there" or throughout the text (think and search). Using questions/prompts teacher models how to identify the type of question (right there/think and search). Based on the type of question, teacher models how to search for the information in the text by highlighting important information. [|Explanation of QAR] || Looking at a piece of text and some prompted questions, the whole class will identify the QAR type for each question. Using the identified QAR skills the students will be able to locate the stated information. || Given a piece of text and a variety of "right there" and "think and search" questions, students will determine the question type and locate the appropriate stated information. ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**


 * Definition **


 * Synonyms **

S || Teacher will model through a "think aloud" reading a text. Then without the text, teacher will recall the most important idea using facts and details from the beginning, middle and end of the text to support that main idea. || In small groups students will read a short text. Not referring back to the text, students are challenged to recall the most important idea using facts and details from the beinning, middle and end to support the main idea. Teachers may want to provide students will a main idea and details graphic organizer. [|Link to graphic organizer ideas] || Individually students will read a short text. Not referrin gback to the text, students will recall the most important idea using facts and details from the beginning, middle and end to support the main idea. ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**


 * Definition **


 * Synonyms **

S || Quick review of what a cause is (why something happens) and what an effect is (what happens because of the effect. Provide students with a concrete example of a cause and effect relationship. Ex. blown up balloon. Ask students what would happen if you stuck a pin into the balloon? What happend to the balloon? (effect) Why did it happen? (cause) Teacher provides text that contains cause and effect relationship. Model finding examples and the transition words that connect those ideas (because, so, consequently, therefore, do to the fact, since, as a result, etc.). [|Using poetry to teach cause and effect] [|Short introductory lessons] There are children's books that lend themselves to cause and effect: __If You Give a Mouse a Cookie__ by Laura Numeroff || On a sentence strip teacher writes an example of cause and effect statements. The strips should be cut in half so that the cause in on one side and the effect is on the other. Each student in the class recieves a half and is challenged to find their match. If you have lower readers you may want to print out cause and effect pictures. Students need to find a logical match. Identify the cause picture and the effect picture. || [|Online quizzes] ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**


 * Definition **


 * Synonyms **

S || Discuss layers of meaning in text Identify messages and themes through literary devices, i.e. metaphors, similies, irony, symbolism Reflect and interpret text Identify author's purpose Teacher models and explains different levels of text using a variety of resources ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**


 * Definition **


 * Synonyms **

S || Review different purposes for reading: entertainment, to get information, to perform a task. [|Using predictions to set a purpose for reading] [|Setting a purpose for reading with read-alouds] || Before reading a piece of text, students will fill in a graphic organizer where they ask themselves questions to answer while reading. [|Graphic organizer to set purpose] || Provided with a Reader's Response Format students will complete their response to demonstrate that they set a purpose and carried that out that purpose. [|Reader's Response Form] ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**


 * Definition **


 * Synonyms **

S || Expose students to a variety of texts to understand the features of each genre, including but not limited to non-fiction, fiction, persuasive, narrative, fantasy. ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**


 * Definition **


 * Synonyms **

S || [|Teaching story structure using powerpoint of fractured fairy tales] [|Site that describes content text structures with lesson plans] descriptive main idea and details chronological order sequence of events problem and solution cause and effect compare and contrast ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**


 * Definition **


 * Synonyms **

D || [|Using Spongebob to teach Thesis Statement and Topic Sentence]
 * Scope and Sequence Level **

Use DBQ (Document Based Questions) to introduce construction of thesis statement. Use facts from documents to support the thesis. ||  ||   ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**


 * Definition **


 * Synonyms **

E || [|Powerpoint on overview of constructing fluent sentences]
 * Scope and Sequence Level **

Show examples of fluent and choppy text. Model fluency through music, dance, reading well-written text. Teach sentence combining to make sentences more interesting. || Students read sentences to check for sentence fluency. ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**


 * Definition **


 * Synonyms **

D || Teacher models how to use warm/cold feedback using actual student word (no names). Teacher should also model how to use backwards editing. [|Teaching students how to properly peer review] [|How to provide warm and cold feedback] || Backwards Editing: Starting with the last sentence and working back to the first, students read a piece of writing. The students do this to check that each sentence makes sense on its own. ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**


 * Definition **


 * Synonyms **

S || Teacher needs to provide clear examples of text written from 1st, 2nd and 3rd person. [|Explanation of 1st and 3rd person in text] || [|Online practice for students to identify point of view] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**


 * Definition **


 * Synonyms **

E || Teacher can show a clip of a violent storm and ask students what they see. Looking for disorganization, messy, quick, etc. Teacher can lead students to see that brainstorm is literally like a storm - not organized, some times messy, quick, and a large amount of ideas scattered on a page. Use directed and scaffolded graphic organizers for those students that need focus and simple organization. Ground Rules for Brainstorming: 1. There are no wrong answers 2. As many ideas as possible on paper 3. Record ALL ideas 4. No evaluation (not time to think, just write) 5. Stick to the time limit || [|Interactive site to help students brainstorm] Throughout various pieces of writing, students should practice the rules and techniques modeled by the teacher. || Teachers can use the graphic organizers that students produce along with classroom observation. ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**


 * Definition **


 * Synonyms **

S ||  ||   ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Note-Taking-W //**


 * Definition **


 * Synonyms **

S || [|Note-Taking with Research lesson plan] Heavy highlight strategy: First time reading a text, students highlight the information that they think is most important. Then students must write notes on the information that was highlighted. Through this students learn that they have highlighted extraneous information by the amount of notes that are needed. [|Plagiarism, Copywrite and paraphrasing lesson plan] || [|Online game to practice identifying the most important information] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**


 * Definition **


 * Synonyms **

S || [|Generating and Organizing Ideas] || [|Online matching game to practice parts of organized writing] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**


 * Definition **


 * Synonyms **

S || Teacher can team teach how to recall fact and detail from oral text. One teacher reads a text aloud while the other teacher models through think aloud how to take notes that will aid in the recall of facts and details. If another teacher is not available you can record yourself reading and play while you model. Graphic organizers are helpful with the notetaking. || [|Making trading cards (can adapt for any text)] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**


 * Definition **

S ||  ||   ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**


 * Definition **


 * Synonyms **

S || [|great chart for listening skills ideas!] [|Resource for Listening Objectives] [|Contrast of effective and ineffective listening habits] [|Listening Behavior Survey] ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**


 * Definition **

S || [|writing conventions ideas/explanations] [|Using comic strips to teach conventions] [|Children's Books and Teacher resouces for Conventions] || [|Self check list for conventions] Numonic Device to help students check conventions: S - "s" words plural or possessive C - capitalization P - punctuation S - sentence structure G - grammar Focus on one part of conventions at a time. ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**


 * Definition **


 * Synonyms **

S || [|Explanation, lesson plans and resources of Voice] [|Ideas for introducing Voice]
 * Scope and Sequence Level **

[|great ideas for lessons on voice] ||  ||   ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**


 * Definition **


 * Synonyms **

S || [|Graphic organizer resources] ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**


 * Definition **


 * Synonyms **

S ||  ||   ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|cinderella compare/contrast lesson plan]
 * Scope and Sequence Level **

[|school compare/contrast lesson using Dr. Suess] || [|graphic organizers for compare/contrast]

t-charts

[|make your own customized venn diagrams] ||  ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|Lesson ideas and resources] [|Strategies for determining importance in fiction and non fiction] ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|Powerpoint describing steps of finding theme] [|How to introduce and practice] Check out __Strategies that Work__ by Stephanie Havey and Anne Goudvis ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|Lesson on fact and opinion using Martin Luther King Jr.] [|Lesson and activities] || [|Online game] [|Another online game] [|Connecting to televsions commercials] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**


 * Definition **


 * Synonyms **

D || [|Lesson - step by step to get to the most important part of text] [|Note-taking lesson plans] [|Using research to teach paraphrasing] ||  ||   ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|Teaching sequencing through reading comprehension] [|Teaching sequencing through creative writing] || [|Using cartoons to practice sequencing] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|How to teach summarizing] [|Summarizing through Guided Comprehension] [|Things to include when teaching summarizing] || [|Buying words to summarize activity] ||  ||
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**


 * Definition **


 * Synonyms **

S || [|Overview of supporting details] ||  ||   ||
 * Scope and Sequence Level **

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = =
 * Determine Author’s Point of View**


 * Determine Author’s Purpose**


 * Follow a Sequence of Instructions**


 * Identify Features of Electronic Text**

General Organizer for Inferring: []
 * Infer**


 * Interpret Character from Dialogue, Actions, Thoughts**


 * Interpret Data, Charts, and Graphs**




 * Interpret Graphic Organizers**


 * Interpret Literary Devices**


 * Interpret Poetry**

Graphic Organizer: []
 * Interpret Vocabulary**


 * Locate Stated Information**


 * Recall Fact and Detail**


 * Recognize Cause and Effect**




 * Recognize Different Levels of Meaning in Oral Text**


 * Set Purpose for Reading**


 * Understand Text as a Whole**


 * Understand Text Structures**


 * Construct a Thesis and Support with Fact**


 * Construct Fluent Sentences**


 * Critique**


 * Establish a Consistent Point of View in Writing**


 * Generate Ideas/Brainstorm**

Graphic Organizer: []
 * Make Effective Word Choices**

5 Point Note Taking Graphic Organizer: [] 5 W’s Note Taking Graphic Organizer: [] Historical Fiction Note Taking Graphic Organizer: [] Two column note taking: content area: []
 * Note-taking**

[] (extremely helpful site with a series of lessons and materials)
 * Organize Writing**


 * Recall Fact and Details from Oral Text**


 * Recognize Different Levels of Meaning in Oral Text**


 * Set Purpose for Listening**


 * Use Conventions of English Language**


 * Use Effective Writer’s Voice**


 * Use Graphic Organizers**


 * Use Sophisticated Vocabulary**


 * Compare and Contrast**


 * Determine Importance**


 * Determine Theme**


 * Distinguish Between Fact and Opinion**


 * Paraphrase**




 * Sentence Fluency**




 * Sequence**


 * Summarize**


 * Use Supporting Details**