Bogert+School+Composite+Language+Arts

INK Think Tank Suggestions for Bogert School’s Scope and Sequence: R = reading W = writing Reading Launch || Character: Bringing Characters to Life and Developing Essential Reading Skills (R) pp. 20-23 in What’s the BIG Idea? Galileo and his thinking. RE: Nonfiction Characters: //Adventurous Women: Eight True Stories About Women Who Made a Difference// (PC) // Steel Drumming at the Apollo, the Road to Super Top Dog // (TM) [may work for personal narrative as well – I used the boy’s own words used to tell story of each one] Pioneer Girl: A True Story of Growing Up on the Prairie (AW) We Rode the Orphan Trains (AW) Orphan Train Rider: One Boy's True Story (AW ) // In all my books, readers hear the main characters in their own words. // // How Ben //// Franklin //// Stole The Lightning // (RS) This book brings Franklin’s lively personality to life and also fits into the science and Colonial history curriculum. Personal Narrative (W) || Nonfiction: Using text structures to comprehend (R) SPORT SHORTS (AS) Autobiographical short stories about sports by well known children's authors.
 * || ** Week 1-2 ** || ** Week 3 - 9 ** || ** Week 10 - 17 ** || ** Week 18 – 23 ** || ** Week 24-29 ** || ** Week 30 - 31 ** || ** Week 32- 37 ** || ** Week 38 - 40 ** ||
 * 3rd || Writing Launch

The kids might want to read some of our posts from our blog: Interesting Nonfiction for Kids about our insights into the writing process. “When the Wolves Returned” Restoring Nature’s Balance in Yellowstone” Each spread has special structure: a single sentence in large type for overview and a longer paragraph by photos with more information (DHP) Personal Essay (W) As bloggers, we are experts in this genre. || Genre Study: Series (R) // Hanna's Cold Winter // (TM ) Realistic Fiction (W) || Nonfiction: Content area (Science or Social Studies) (R) ”What’s a BIG Idea?” Introduction to What’s the IBIG Idea? // Thanksgiving: The True Story //, (PC) // Everglades //// Forever, Restoring America’s Great Wetland // (TM)(R) “Animals on the Trail with Lewis and Clark”—both science and social studies with exciting adventure component (DHP) ANY BOOK but see //IF YOU HOPPED LIKE A FROG// or //IF DOGS WERE DINOSUARS// as ex. of creative use of sci/math in non-fiction; see //WHERE IN THE WILD?, WHERE// // ELSE //// IN THE WILD?, WHAT IN THE WILD? // for connec. betw. non-fiction, poetry and science (DS) // MOSQUITO BITE // // BUG SHOTS // (AS) FOOTPRINTS ON THE MOON (AS)

// The Crossing: How George Washington Saved the American Revolution // (JM) Nonfiction: Content based writing-essay (W) All INK authors are experts in research and creating exciting ways to synthesize material into original works. We can all contribute here. // Adventurous Women: Eight True Stories About Women Who Made a Difference // (each chpt is an essay, PC) Same book—could write about L&C from different viewpoints—Indians, Lewis’s dog, Sacajewa (DHP) // Under Siege! Three Children at the Civil War Battle for Vicksburg (AW) // // Escape From Saigon: How a Vietnam War Orphan Became an American Boy (AW) // // Surviving Hitler: A Boy in the Nazi Death // HOW WE CROSSED THE WEST: THE ADVENTURES OF LEWIS AND CLARK (Rosalyn Schanzer) Based upon quotes from the explorers own journals, this book is a great way to get kids excited about writing their own journals while learning about American history, science, geography, Indian cultures, and wildlife all at the same time. // Camps (AW) // || Test Prep || Poetry (R) Poetry (W) WHERE IN THE WILD?, WHERE ELSE IN THE WILD?, WHAT IN THE WILD? (DS) || Mystery (R) Independent Writing (W) || Reading Launch || Character: Envisionment, Prediction, and Inference (R) Personal Narrative (W) || Nonfiction: (R) What role do questions have in sustaining a reader’s interest in a nonfiction narratives? Any of the essays in //What’s the BIG Idea?// // Thanksgiving: The True Story //, (PC) “The Right Dog for the Job: Irah’s Path from Service Dog to Guide Dog”—children this age love animals and would be engaged reading this book; lots of appealing photos, too (DHP) ANY BOOK but see //IF YOU HOPPED LIKE A FROG// or //IF DOGS WERE DINOSUARS// as ex. of creative use of sci/math in non-fiction; see //WHERE IN THE WILD?, WHERE// // ELSE //// IN THE WILD?, WHAT IN THE WILD? // for connec. betw. non-fiction, poetry and science(DS) // SNEEZE! (AS) Shows children interacting with environment. // SPORT SHORTS (AS) Autobiographical short stories about sports by well known children's authors. Personal Essay (W) || Social Issues Book Clubs (R) // Jeannette Rankin, First Lady of Congress // (TM) Literary Essay (W) || Genre Study: Historical Fiction (R) // Historical Fiction Hanna’s Cold Winter (Gd3)( // TM) Realistic Fiction (W) || Test Prep || Poetry (R) Poetry (W) WHERE IN THE WILD?, WHERE ELSE IN THE WILD?, WHAT IN THE WILD? (DS) || Independent Reading (R) Independent Writing (W) || Reading Launch || Character: Building Theories, Gathering Evidence (R) // Thanksgiving: The True Story //, pp. 3-76 (PC) “The Buffalo and the Indians: A Shared Destiny” Each chapter begins with an Indian story with different voice (DHP) // Across //// America //// on an Emigrant Train // This book follows Robert Louis Stevenson in his trip from Scotland to America with many direct quotes.(JM ) Personal Narrative (W) || Book Clubs: Social Issues (R) Literary Essay (W) “Saving Audie: A Pit Bull Puppy Gets a Second Chance” How bad is dog fignting? Are pit bulls necessarily dangerous? (DHP) // An American Plague: The True and Terrifying of the Yellow Fever Epidemic of 1793 // (JM) || Genre Study: Nonfiction (R) There are many examples of expository prose, historical narratives in what’s the BIG Idea? // Thanksgiving: The True Story //, (PC) FROG or IF DOGS WERE DINOSAURS as ex. of creative use of sci/math in non-fiction; see WHERE IN THE WILD?, WHERE ELSE IN THE WILD?, WHAT IN THE WILD? for connec. betw. non-fiction, poetry and science; G IS FOR GOOGOL or Q is for QUARK F for ex. of creative use of alphabet book format (DS) // CARS //// ON MARS // (features quotes from press releases—I have ideas how to use in this area)(AS) Feature Article (W) || Genre Book Clubs (R) Fiction Writing (W) || Test Prep || Poetry (R) Poetry (W) WHERE IN THE WILD?, WHERE ELSE IN THE WILD?, WHAT IN THE WILD? (DS) || Independent Reading (R) Student Choice Book Reviews (W) || Reading Launch || Character: How Setting Shapes the Character (R) Character: Short story/journal/diary entry (W) || Nonfiction: Narrative Nonfiction- Biography (R) Nonfiction: memoir (W) || Short Story (R) Short Story (W) || Fantasy Book Clubs (R) Persuasive (W) || Test prep || Poetry (R) Poetry (W) || Independent Reading (R) Student Choice Book Reviews (W) || Reading Launch || Fiction: Intellectual Independence of Reading Skills (R) ? (W) || Nonfiction: Literary Nonfiction (R) Personal Essay Writing (W) || Classic and Contemporary Themes in Literature (R) Writing about Reading (W) || Reading Skills through Short Stories (R) Fiction Short Stories (W) || Analyzing Texts; Independent book clubs (R) Persuasive and Explanatory Essays (W) || Drama through Mid Summer (R) Script Writing (W) || Independent Reading (R) Student Choice Book Reviews (W) || Reading Launch || Fiction (R) Character: Textual Analysis (W) || Nonfiction: Delineate/Evaluate argument & claims (R) Nonfiction: Persuasive Essay (W) || Analyzing Short Texts (R) Writing Prompts (W) || Biography Book Clubs (R) Research Paper (W) || Test Prep || Poetry (R) Poetry (W) || Independent Reading (R) Student Choice Book Reviews (W) || Grammar and Vocabulary Development units run all year. See next page for grammar scope and sequence.
 * 4th || Writing Launch
 * 5th || Writing Launch
 * 6th || Writing Launch
 * 7th || Writing Launch
 * 8th || Writing Launch
 * Grade || Skills to be Mastered at Grade Level (minimum expectations) ||
 * ** 5 ** || * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
 * Form and use the perfect (e.g., //I had walked; I have walked; I will have walked//) verb tenses.
 * Use verb tense to convey various times, sequences, states, and conditions.
 * Recognize and correct inappropriate shifts in verb tense.*
 * Use correlative conjunctions (e.g., //either/or, neither/nor//).
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Use punctuation to separate items in a series.*
 * Use a comma to separate an introductory element from the rest of the sentence.
 * Use a comma to set off the words //yes// and //no// (e.g., //Yes, thank you//), to set off a tag question from the rest of the sentence (e.g., //It’s true, isn’t it?//), and to indicate direct address (e.g., //Is that you, Steve?//).
 * Use underlining, quotation marks, or italics to indicate titles of works.
 * Spell grade-appropriate words correctly, consulting references as needed.
 * 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
 * Compare and contrast the varieties of English (e.g., //dialects, registers//) used in stories, dramas, or poems. ||
 * ** 6 ** || * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Ensure that pronouns are in the proper case (subjective, objective, possessive).
 * Use intensive pronouns (e.g., //myself, ourselves//).
 * Recognize and correct inappropriate shifts in pronoun number and person.*
 * Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
 * Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
 * Spell correctly.
 * 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * Vary sentence patterns for meaning, reader/listener interest, and style.*
 * Maintain consistency in style and tone.* ||
 * ** 7 ** || * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Explain the function of phrases and clauses in general and their function in specific sentences.
 * Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
 * Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Use a comma to separate coordinate adjectives (e.g., //It was a fascinating, enjoyable movie// but not //He wore an old[,] green shirt//).
 * Spell correctly.
 * 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* ||
 * ** 8 ** || * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
 * Form and use verbs in the active and passive voice.
 * Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
 * Recognize and correct inappropriate shifts in verb voice and mood.*
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
 * Use an ellipsis to indicate an omission.
 * Spell correctly. ||