Q: Skills for Success

Second Edition
SCOPE AND SEQUENCE | Reading and Writing 5

UNIT READING WRITING VOCABULARY GRAMMAR CRITICAL THINKING UNIT OUTCOME

 Find evidence to distinguish  Write an extended  Use a thesaurus to  Contrast and  Reflect on the unit question  Prepare an extended
1 Linguistics main ideas from details definition to analyze a expand vocabulary through concession connectors  Generalize from specific definition of a word or
 Preview text using a variety concept the use of synonyms and examples to anticipate concept from another
of strategies  Plan before writing antonyms patterns in text types language or culture for
 Read for main ideas  Make an outline  Match definitions  Analyze a concept that may which there is no
What happens when a  Read for details  Revise, edit, and  Define new terms be difficult to explain by equivalent term or idea
language disappears?  Read and recognize different rewrite  Learn selected examining how it is similar to in English.
text types vocabulary words from the or different from other
 Use glosses and footnotes to Oxford 3000 and Academic concepts
READING 1: aid comprehension Word List  Connect ideas across texts or
History of the Maori readings
Language  Express ideas/reactions/
(an article from a opinions orally and in writing
 Apply unit tips and use iQ
government website) Online to become a strategic
learner
READING 2:
When Languages Die
(a book excerpt)

 Identify contrasting ideas  Use evidence to  Use reporting verbs  Noun clauses  Reflect on the unit question  Develop an
2 Sociology  Read for main ideas support an argument  Match definitions  Complete charts to organize argumentative essay on
 Read for details  Plan before writing  Define new terms information why a particular leisure
 Read and recognize different  Make an outline  Learn selected  Paraphrase another’s ideas activity should or
text types  Revise, edit, and vocabulary words from the to show understanding should not be
What is the difference  Use glosses and footnotes to rewrite Oxford 3000 and Academic  Use evidence in support of considered work.
between work and fun? aid comprehension Word List an argument
 Connect ideas across texts or
readings
READING 1:  Express ideas/reactions/
Laid-Back Labor: The $140 opinions orally and in writing
Homemade Scarf  Apply unit tips and use IQ
(an article from The New Online to become a strategic
learner
York Times Magazine)

READING 2:
Tae Kwon Do for Health
(an article from Black Belt
Magazine)

© Copyright Oxford University Press

 UNIT READING WRITING VOCABULARY GRAMMAR CRITICAL THINKING UNIT OUTCOME

 Preview text using a variety  Use unity to be clear,  Use knowledge of Latin  Quantifiers  Reflect on the unit question  Create an advertising
3 Media Studies of strategies interesting and and Greek roots to  Understand how visual proposal describing
 Read captions and figures to persuasive determine meaning of new information appears in your idea for a print or
see connections to the text  Write a proposal words different texts Web advertisement.
 Locate main ideas in a text describing an ad  Match definitions  Use a cluster diagram to
How well does a picture  Read for main ideas  Plan before writing  Define new terms organize ideas
illustrate the truth?  Read for details  Make an outline  Learn selected  Connect ideas across texts or
 Read and recognize different  Revise, edit, and vocabulary words from the readings
text types rewrite Oxford 3000 and Academic  Express ideas/reactions/
READING 1:  Use glosses and footnotes to Word List opinions orally and in writing
Infographics Lie: Here’s How aid comprehension  Apply unit tips and use IQ
(an article from Fast Online to become a strategic
Company) learner

READING 2:
Phototruth or Photofiction?
(a textbook excerpt)

 Make inferences to improve  Organize supporting  Use prefixes to expand  Parallel structure and  Reflect on the unit question  Using supporting
4 International Relations comprehension and ideas to make writing vocabulary ellipsis  Infer ideas from information ideas, prepare an essay
understand a text more deeply more coherent  Match definitions that is not directly stated explaining the
 Preview text using a variety  Write an  Define new terms  Connect ideas across texts or importance of global
of strategies argumentative essay  Learn selected readings cooperation.
Why is global cooperation  Read for main ideas  Plan before writing vocabulary words from the  Express ideas/reactions/
important?  Read for details  Make an outline Oxford 3000 and Academic opinions orally and in writing
 Read and recognize different  Revise, edit, and Word List  Apply unit tips and use IQ
text types rewrite Online to become a strategic
READING 1:  Use glosses and footnotes to learner
In Norway, Global Seed aid comprehension
Vault Guards Genetic
Resources
(an article from The New
York Times)

READING 2:
Building the Perfect
Spaceman
(an article from Maclean’s
news magazine)

© Copyright Oxford University Press

 UNIT READING WRITING VOCABULARY GRAMMAR CRITICAL THINKING UNIT OUTCOME

 Sequence ideas presented in  Connecting  Use the dictionary to  Passive voice to focus  Reflect on the unit question  Develop an analysis
5 Urban Planning a text information learn correct verb information  Use graphic organizers to essay that evaluates a
 Make inferences to improve  Plan before writing complements develop ideas and classify public place and
comprehension and  Make an outline  Match definitions information suggests how it may be
understand a text more deeply  Revise, edit, and  Define new terms  Connect ideas across texts or improved
What makes a public place  Preview text using a variety rewrite  Learn selected readings
appealing? of strategies vocabulary words from the  Express ideas/reactions/
 Read for main ideas Oxford 3000 and Academic opinions orally and in writing
 Read for details Word List  Apply unit tips and use IQ
READING 1:  Read and recognize different Online to become a strategic
The New Oases text types learner
(an article from The  Use glosses and footnotes to
Economist) aid comprehension

READING 2:
A Path to Road Safety with
No Signposts
(an article from The New
York Times)

 Anticipate content through  Paraphrase to avoid  Use suffixes to expand  Modals of possibility  Reflect on the unit question  Prepare a business
6 Ecology questions plagiarism vocabulary  Use charts to organize plan that describes an
 Preview text using a variety  Plan before writing  Match definitions information innovative new
of strategies  Make an outline  Define new terms  Develop ideas for a business recycling company to
 Read for main ideas  Revise, edit, and  Learn selected by synthesizing unit content potential investors.
How can we turn trash into  Read for details rewrite vocabulary words from the with firsthand experience
treasure?  Read and recognize different Oxford 3000 and Academic  Connect ideas across texts or
text types Word List readings
 Use glosses and footnotes to  Express ideas/reactions/
READING 1: aid comprehension opinions orally and in writing
Garbage of Eden  Apply unit tips and use IQ
(an article from New Online to become a strategic
Scientist) learner

READING 2:
The Glorious Feeling of
Fixing Something Yourself
(an article from The Atlantic)

© Copyright Oxford University Press

 UNIT READING WRITING VOCABULARY GRAMMAR CRITICAL THINKING UNIT OUTCOME

 Identify the author's intent  Summarize texts  Use the dictionary to  Subject-verb  Reflect on the unit question  Develop a summary
7 Psychology  Preview text using a variety  Plan before writing make word choices agreement  Assess the effectiveness of and response essay
of strategies  Make an outline appropriate for audience, summaries based on an
 Read for main ideas  Revise, edit, and register, and genre  Connect ideas across texts or informational text.
 Read for details rewrite  Match definitions readings
Why do people want to  Read and recognize different  Define new terms  Express ideas/reactions/
change who they are? text types  Learn selected opinions orally and in writing
 Use glosses and footnotes to vocabulary words from the  Apply unit tips and use IQ
aid comprehension Oxford 3000 and Academic Online to become a strategic
READING 1: Word List learner
Set in Our Ways: Why
Change Is So Hard
(an article from Scientific
American Mind)

READING 2:
Kids Want to Tan
(an article from Maclean’s
news magazine)

 Organize notes and  Write a cause and  Use adjective/verb +  Cause and effect  Reflect on the unit question  Write a cause and
8 Health Sciences annotations in a chart effect essay preposition collocations to connectors  Understand the relationships effect essay analyzing
 Preview text using a variety  Plan before writing increase written accuracy between causes and effects two or three methods
of strategies  Make an outline and improve reading using a chart for boosting energy
 Read for main ideas  Revise, edit, and comprehension  Make text-to-text, text-to- levels.
What energizes people?  Read for details rewrite  Match definitions self, and text-to-world
 Read and recognize different  Define new terms connections
text types  Learn selected  Connect ideas across texts or
READING 1:
 Use glosses and footnotes to vocabulary words from the readings
A Healthy Lifestyle Can aid comprehension Oxford 3000 and Academic  Express ideas/reactions/
Reduce Fatigue, Boost Word List opinions orally and in writing
Energy  Apply unit tips and use IQ
(an article from The St. Online to become a strategic
learner
Petersburg Times)

READING 2:
A Jolt of Caffeine, by the
Can
(an article from The New
York Times)

© Copyright Oxford University Press