What is a Scope & Sequence
Transcript of What is a Scope & Sequence
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What is a Scope & Sequence?What is a Scope & Sequence?
A Scope and Sequence is a content overview ofA Scope and Sequence is a content overview ofall the units taught throughout the year,all the units taught throughout the year,
including the length of time to be spent on eachincluding the length of time to be spent on eachunit.unit.
A scope and sequence is not an exhaustive,A scope and sequence is not an exhaustive,
everything must be taught, but rather a guideeverything must be taught, but rather a guidefor the pattern of instruction.for the pattern of instruction.
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Fifth grade students will investigate evidence related to scientificconcepts. They will conduct experiments and do research thatfocuses on earth science, physical science, and life science.
By the end of 5th grade, students will be able to: Use records, tables, or graphs to predict patterns of change Identify and find examples of constructive and destructive
forces while relating the role of technology to monitoring andcontrolling these forces
Explain the difference between physical and chemical change Describe the relationship between electricity and magnetism
Classify organisms into groups Compare and contrast characteristics of learned behaviors
and of inherited traits
Identify plants, animals, single-celled organisms, and multi-celled organisms
Relate how microorganisms are harmful or beneficial
5th Grade
Fulton County Scope & SequenceFifth grade students will receive instruction in reading,
writing, and listening, speaking, & viewing. By the end of
5th grade, students will demonstrate mastery of manyconcepts and skills, including the following:
Read and comprehend texts from a variety of genres and a
variety of subject areas
Construct new knowledge by making connections betweennew and previously held ideas
Write for a variety of purposes
Understand a problem or conflict in text and determine an
appropriate solution
Use background knowledge and experiences to draw
conclusions and make valid generalizations Use evidence/reasoning to support opinions and solutions to
problems
Fifth grade students will be actively engaged in developing mathematical
understandings in real and relevant contexts. By the end of 5thgrade, students will be able to:
Classify counting numbers into subsets (odd/even, prime/composite);find factors and multiples; and use divisibility rules
Find equivalent fractions and add/subtract fractions/mixed numbers with
unlike denominators
Understand and apply percentages to circle graphs
Compute area and volume of simple geometric figures and measurecapacity
Understand congruence and the relationship of circumference to
diameter of a circle Represent and investigate mathematical expressions algebraically by
using variables
Discuss advantages and disadvantages of various types of graphs
(including circle graphs)
Problem solve, develop arguments, use language of mathematics, makeconnections, and communicate
Fifth grade students will continue the formal study of United States history,beginning with the Civil War and culminating with the present. Concepts
in geography, government, and economics will interface with the studyof history. By the end of 5th grade, students will be able to:
Explain the causes, major events, and consequences of the Civil War,
and analyze the effects of Reconstruction
Describe and explain life in America from the late 19th century to thepresent, including the U. S. involvement in various wars and conflicts,
the Great Depression and the New Deal, the Cold War, and significant
people and events during this time period
Locate important places in the United States, both natural and man-
made
Describe and explain how geography affects economic growth andexpansion of the U. S.
Explain the protection of citizens rights under the constitution, including
the process for and history of amending the U. S. Constitution
Use economic concepts of trade, opportunity cost, specialization,voluntary exchange, productivity, and price incentives to illustrate
historical events
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Time Period : 1900 to 2009
Geography: Map skills: hemispheres, latitude/longitude
Kinds of maps: Mercator projection, political, physical,historical, time zone, road
Cartography: Cultural and natural boundaries, Naturalresources; climates
World History: World War I and World War II, Korean andVietnam Wars, Afghanistan and Iraq W ars
American History: Contributions of states and regions to
Americas history, Roaring Twenties, Depression of the 1930s
Events and personalities from19002009; War on Terror
Government: Communism, socialism, capitalism
Economics: Inventions: automobile, airplane, Stock market,
Investments, Supply and demand
Culture: Languages, Religions, Customs
5th Grade Scope & Sequence
Basic Capitalization and punctuation
Phonograms
Sentence structures patterns and
purposes
Eight parts of speech
Specific classifications for verbs nounspronouns and sentence diagramming
Easy Grammar Curriculum (see link)http://www.easygrammar.com/scope.html
Numeration
Number Sense
Counting/Addition/Subtraction
Algebra Readiness/Fractions/Decimals
Geometry/Multiplication/Division
Estimation/Calculator Use
Statistics & Graphs
Problem Solving & Measurement
Animals : Amazing Mammals, A Variety ofVertebrates
Energy: Force and motion, Electricity andmagnetism
Engines: steam, internal combustion,
jet propulsion, rocket engines
Light
Matter: Water, Air, Weather
Earth and Space
Geology: Treasures of the Earth
Oceanography: The Living Sea
Astronomy: The Eight Planets, Stars, Moon, Sun Conservation: Preserving the Sea
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1st Grade
Fulton County Scope & Sequence Apply more advanced phonics skills when reading
and writing words, sentences, and stories Read high frequency words and first grade text
with appropriate accuracy, speed, and expression
Use strategies to gain meaning from grade level
text
Write a story that shows focus and organization
Expand sentences and recognize paragraphs
Apply basic rules of language and spelling
Recognize and use grade level vocabulary
Understand and use place value notation for numbersless than 100
Represent quantity with numbers, models, diagrams,and number sentences
Add and subtract numbers less than 100
Measure length, weight, capacity, and time (hour, halfhour, days in week, months in year, duration orsequence of events)
Build, draw, name, and describe basic geometric figures
Pose questions and collect data, and organize and
interpret data represented by tally marks, pictures, andbar graphs
Problem solve, develop arguments, use language ofmathematics, make connections, communicate
bserve, measure, and communicate weather data
Identify what things can do when put together and whatcannot be done when things are not put together
Create drawings that correctly depict a specific thing beingdescribed
Make observations, ask questions about, and investigatepatterns
Recognize sources of light and explain how shadows form
ote repeating patterns in shadows, weather, and dailyneeds of plants and animals
emonstrate awareness of the characteristics and basicneeds of living things
ifferentiate between various sounds in terms of pitch and
volume
Identify and describe the lives of significant historical Americanfigures Explain how American folktales characterize our nationalheritage escribe the cultural and geographic systems associated withselected historical figures
Locate their own city, county, state, nation and continent on asimple map or globe escribe the positive character traits of the selected historicalfigures Explain the meaning of patriotic language in selected Americansongs Identify, describe, and explain basic ideas related to goods,services, scarcity, producers and consumers, and spending andsaving
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Health andHuman Biology: Discovering Myself
Energy: Discovering My Toys
Animals: Discovering Animals; Discovering Insects
Plants: Discovering Plants
Seasons: Discovering Seasons
1st Grade Scope & Sequence Number recognition, counting, and writing 11,000
Greatest and least; Counting and writing by tens, fives,
twos, and threes
Number sequences & Ordinal numbers
Addition facts through 13 and three-digit addition withcarrying
Subtraction facts through 13 and two-digit subtraction
Story problems; Numbers before and after by ones, twos,tens
Between numbers & Counting and combining coins
Telling time to the nearest five minutes
Recognizing odd and even numbers
English and some metric measures & Place value in ones,tens, and hundreds
Unit fractions & Reading a thermometer & Using a ruler
Multiple combinations & Concept of multiplication
Calendars & Reading pictographs and bar graphs
Developing listening skills & Roman numerals
The New World: At Home in Early America (pre-1000 to1682)
Geography: Beginning map skills: compass rose,map symbols, keys; Tracing routes; Transportation;
Simple mapmaking
World History: Vikings; Explorers
American History: Columbus and the New World;
Indians; Plymouth Plantation; other first settlements
Government: Gods laws and mans laws; Schoolsthen and now
Economics: Trading with the Indians; Needs andwants
Culture: Religion: one true God; Families; Familytrees
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The Classical Conversations
Philosophy
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Scope &
Sequence:Classical Conversations Foundations
Latin
History Science
Geography
English
Math
Fine Arts
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Scope & Sequence:Classical Conversations Essentials
Language Arts
Basic Capitalization and punctuation; phonogramssentence structures, patterns and purposes; eight pars of speech plus
specific classifications for verbs, nouns, pronouns, sentence diagramming
Math
Greater speed and accuracy in mental arithmetic
Writing
Different writing structures using IEW writing models, as well as
techniques toward polished writing
Note:
The incomplete scope of materials is under gird by additional
on-level curriculum.
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My Process Place The Lord at the Center of my choices and to remember that
that is HIS place.
To seek HIM when making every choice even when His choicemade me uncomfortable
Find curricula that maintained the standards of general educationwhile coinciding with the Classical model.
There were some texts that I just LOVED! Since those wereabove grade level, I added those in as well. (God blessed in thatthey werent that exhaustive to teach - - in terms of quantity ofmaterial)
Using curricula that would free up some of my time - - whichencourages independent work
To follow the teaching model of Christ (see next slide)
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He asked them to goand tell others. Go yetherefore and teachall nations
He took the people where they were and
made the lesson meaningful to their lives
In some way. He spoke to shepards
about sheep,
farmers
about
planting, fisherman
about fish,
etc. ( )
He brought in the facts
Scripture, It is written
He asked them to do something with
what they learned --to actively --
doing and practice are vitally
connected
withknowing.
Step 4
Step 1
Step 3Step 2
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Why Home School? Provides an opportunity to feed into
the lives of our children
Enables us to sit with them duringtheir instruction/learning time Give us an opportunity to create a
close-knit family environment It is a mandate from God (Deut.
6:6,7; Deut. 4:6)
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Job Descriptions
Approve/Organize
curricula Set standard of
accountability (esp. w/
grading)
Oversee some
educational life skill
classes
P.E.
Follow the mandates given
by Principal
Teach, teach, teach
Research curricula
Set schedule of classes
Provide detailed outline for
budgetary items
Reconcile allocated funds at
EOY
Therefore, to one who knows the right thing to do and does not do it, to him it is sin. James 4:17