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From Classroom Library Company, these exclusive book collections support and enhance the IRA Bridges Instructional Units for Grades K–12 and offer a powerful learning experience for your students!

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Instructional Units for the Engaging Classroom Want to know what quality literacy instruction looks like in action across the K–12 curriculum? IRA Bridges: Instructional Units for the Engaging Classroom show just that! n Spearheaded by the International Reading Association Literacy Research Panel, the IRA Bridges series is designed to support CCSS implementation. n Every unit has been authored by a teacher–researcher team with one goal in mind: bridge research and practice for high engagement and rich student learning. n Assessments have been included for each week’s teaching and learning activities, in addition to an idea for a culminating project. IRA Bridges, offered in PDF format for easy access on multiple devices, are available exclusively to IRA members.

Not an IRA member? See page 18 for information about joining.

Week One: Money Makes the World Go Around Unit

Unit Overview Week Grouping

Central Ideas

The aim of these units is to foster a high volume of deep reading about compelling themes.

IRA BRIDGES

Objectives: Essential Questions

Thematic Understanding

For the elementary school-level units, one or more subject matter disciplines are integrated with reading/writing activities. For middle and high school-level units, reading and writing activities are integrated into subject-matter domains.

Description Readers Theatre, poetry drama tizations, and a commercial to advertise their business.

Throughout these activities, students will develop unders tandings of vocabulary and effective use of language conven tions. They will also develop fluency through repeate d readings of text, such as poetry and sharing passages from the book club books.

The culminating project, the Young Entrepreneurs’ Emporium, will highlight studen ts’ understandings and will also include engagement in all of the language arts.

This integrated unit focusing on economics is designed to develop the following enduri ng understandings: 1. Economics is the study of how decisions are made and the impact of these decisions.

2. People have unlimited wants but only limited resources, so everyone must make economic choices.

3. Money is an essential compo nent of an economy.

4. We are part of an interdependen t world economy.

5. Economies at the local, state, and national level change over time.

6. Economic changes happen one person and one community at a time.

Texts

Units aim to identify a significant number of texts, including print and digital materials, from a wide variey of genres. Annotated bibliographies and reading lists are included with units.

Individual, Interdependent 1. What is economics?

Students will help pairs, small world economy 2. How do resources create a Readers groups, impact our needs and Theatre script 4-8 weeks of instruction that explains how whole group wants? per unit.

3. Why is money an a chocolate chip essential component cookie represents In the short term, the of an economy? interdependence. unit assures that students 4. How is the perform a high volume of world economy In the long term, students reading and writing. interdependent? should be enabled become engaged 5. Howto have economies readers and writers who are capable changed over time? of

RL3.1 RL3.2 RL3.3 RL3.4 RL4.1 RL4.2 RL4.3 RL4.4 RL5.1 RL5.2 RL5.3 RL5.4 RF3.3 RF3.4 RF4.3 RF4.4 RF5.3 RF5.4

W3.1 W3.2 W4.1 W4.2 W5.1 W5.2 SL3.1 SL3.2 SL3.3 SL3.6 SL4.1 SL4.2 SL4.3 SL4.6 SL5.1 SL5.2 SL5.3 SL5.6

L3.1 L3.2 L3.3 L3.4 L3.5 L3.6 L4.1 L4.2 L4.3

Indiana Social Studies Standards • Grade 3 Economics • Grade 4 Economics • Grade 5 Economics

Included are details on problem framing, close reading, necessary knowledge elicitation/building, summary within texts, synthesizing across texts, and communicating understandings.

All in Just One Cookie Contemporary Realistic Fiction text set Biography text set

Module authors identify texts and reading tasks that will be at a suitable level of difficulty and challenge for students. Beyond the primary grades, the units take into consideration students’ basic skill and literal comprehension development as the project expands their reasoning and thinking with text.

Scaffolding

Units provide instruction to support students’ acquisition of reading skills and strategies.

K–2

Culminating Product

Each module provides a project or activity that enables students to integrate their reading, writing, knowledge, and multimedia resources into a message, self-expression, or artifact that is aimed at an authentic audience.

Grading

Units include several (4–12) student performances (writings, summaries, maps, debates, read alouds, culminating products, other) that can be used for evaluation, as well as clearly stated criteria each, and include applicable rubrics.

Provides instruction on early literacy such as phonemic awareness, phonics, word recognition, fluency, sentence comprehension and story understanding.

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Texts Used L4.4 L4.5 L4.6 L5.1 L5.2 L5.3 L5.4 L5.5 L5.6

Grades 6–8/Grades 9–12

at Classroom Library Company

February 2014

Teaching and Common Core State Standards Learning Activities and Learning Goals Achieved

using a variety of strategies to unlock and produce complex texts.

Common Core State Standards

The IRA modules address several (at least four) of the Common Core State Standards with the full text of each standard cited.

Peggy Rice

This economics unit includes inquir y, framed with strong reading/writing connections that lead to a variety of collaborations, conversations, and presentations of knowledge and ideas. Embedded in these learning activities is an emphasis on developing langua ge and foundational skills. As a result, this unit encom passes many of the ELA Common Core State Standa rds (National Governors Association Center for Best Practic es & Council of Chief State School Officers, 2010). Studen ts will engage in close reading of fiction and nonfic tion texts that include an emphasis on key ideas and details , the author’s craft/ text structure, and integration of knowledge and ideas.

Students will also engage in a range of writing throughout the unit. They will conduc t research, write informative paragraphs, complete improm ptu writing to exhibit understanding of concepts, write narrative responses to reading, write a poem, write in a journal/learning log, write an advertisement, and write a business plan. To deepen understandings of conten t, students will engage in a variety of groupings, such as paired readings, smallgroup book clubs, and wholeclass grand conversations.

In addition to contributing to discussions, students will also present their perspectives via presentations, such as

Choice

Challenge

GRADES

3–5

Interdisciplinary Unit for Grades 3–5

Kim Beal, Diane Bottomley, and

Units support word recognition, fluency, vocabulary comprehension, and strategies for reading to gain knowledge.

Included in each module is a section that describes how the unit will enable students to select texts, tasks for reading or writing, subtopics of content, and how teachers will support and scaffold opportunities for choice.

Money Makes the World Go Around

DOI:10.1598/bridges.7001 | © 2014 International Reading Associatio

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Instr uctio nal Unit s for the Enga ging Clas sroo m

Grades 3–5

The modules provide a basis for students to relate personally to each reading, but also seek to expand learners’ knowledge and experience.

Each unit is directed to one of the following grade frames: K–2, 3–5, 6–8, or 9–12. At the elementary level, the unit is designed for four to eight weeks of instruction in 60-to-120-minute periods of Reading/Language Arts.

The unit also integrates science, social studies, math, foreign languages, or other content domains. At the secondary (middle and high school) levels, the unit is specific to a discipline or a sub-discipline.

To make IRA Bridges the most powerful learning experience possible, Classroom Library Company has joined together with the International Reading Association to offer these books as collections that will: 3 Enhance the IRA Bridges instructional experience 3 Engage students in many different genres 3 Support the Common Core Standards Ordering is easy at Classroom Library Co. Call, e-mail, order online or use our order form on page 21.

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IRA Bridges Book Collections

Exploring Frogs and Toads

This unit is designed to build reading, writing, math, and science skills for kinder­garten through second grade by offering challenging and meaningful texts.

IRA BRIDGES

Instructional Units for the Engaging Classroom

IRA Bridges Book Collections

GRADES

Exploring Frogs and Toads

Integrating Math, Science, and Language for K–2 Kathleen Burrell, Traci Wagner, and Lisa Moriarty

Description The Exploring Frogs and Toads unit is designed to build reading, writing, math, and science skills for kindergarten through second grade by offering challenging and meaningful texts. It is a six-week integrated curriculum that is created for a class of 24 students divided into six groups and has been developed to be taught daily, during a 120-minute instructional period. It uses the philosophy of the Golden Pond School of Ashburn, Virginia, USA, which incorporates brain-based, developmentally appropriate approaches that integrate all types of learning.

The development and design of this unit is based on the continual research of best practice techniques from academic research journals and the Golden Pond School’s in-house monthly curricula assessments. The development team listed for this unit consistently works to assess and validate the implementation of the school’s established curricula to ensure its overall success. We developed and administer a bi-annual assessment to measure the success of the curriculum and target areas for improvement.

We use a center-based approach to facilitate differentiation. Children move from center to center in groups according to their guided reading level. They are also encouraged to explore the wide variety of themerelated texts during free reading periods. To appeal to February 2014

all learning styles, we incorporate many whole-body activities and games as well as traditional approaches. We have found this unit to be successful because it is meaningful for children of this age, as boys and girls alike gravitate to topics about nature as they try to figure out the world around them. Further, it allows for successful transitions to integrate all learning areas into this unit.

This unit integrates many standards across the curriculum. Specifically, this unit was written with the following goals in mind, with the understanding that by the completion of the unit students will be able to master the following skills.

Math

Science Appropriate to their grade level the students shall be able to identify physical characteristics of both frogs and toads, understand similarities and differences between frogs and toads, describe the habitat of both the frog and toad, and understand and describe the life cycle of the frog and toad.

DOI:10.1598/bridges.7000 | © 2014 International Reading Association

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9781456964481

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Too Many Frogs

Ann Hassett

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In the Small, Small Pond

Denise Fleming

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Five Little Speckled Frogs (from The Complete Book and CD Set of Rhymes, Songs, Poems, Fingerplays, and Chants)

Jackie Silberg

From Tadpole to Frog

Shannon Zemlicka

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Too Many Frogs

Sandy Asher

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Common Ground: The Water, Earth and Air We Share

Bang, Molly

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This is Our Earth

Benson, Laura Lee

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How Frogs Grow

Brenda Parkes

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Toads

Kari Schuetz

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Jump, Frog, Jump

Robert Kalan

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Frog and Toad are Friends

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Frog or Toad: How Do You Know?

Melissa Stewart

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The Frogs and Toads All Sang

Arnold Lobel

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Frogs and Toads and Tadpoles Too

Allan Fowler

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Days with Frog and Toad

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Ellen Stoll Walsh

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Toad Makes a Road

Phil Cox

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Growing Frogs: Read and Wonder

Vivian French

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Finklehopper Frog

Ireme Livingston

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Dig, Wait, Listen: A Desert Toad's Tale

April Pulley Sayre

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Frogs

N. Bishop

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Douglas Florian

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Frogs: Animals that Live in the Rain Forest

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Can You Tell a Frog from a Toad?

Buffy Silverman

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Where Do Frogs Come From?

Alex Vern

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DK Readers: Tale of a Tadpole

Karen Wallace

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A Tadpole Grows Up

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Debbie Linville, Liz Green, and Leni Fragakis

This unit is centered on engaging first- and second-grade students in a high volume of authentic, meaningful, and relevant reading and writing experiences that will enable them to develop a deeper understanding of human– environmental relationships. They will learn how to make informed decisions about the use and misuse of natural resources and suggest ways humans can positively impact the local community. The unit begins with students locating their place in the world and the natural resources available in their local community. As the unit progresses, students gain exposure to and experience with many and varied texts and activities to heighten their understanding about the human–environmental relationship. The culminating project affords students the opportunity to showcase their understanding about community resources and humans’ impact on those resources and responsibility to protect and use those resources. This unit has a broad design to allow teachers freedom to use their professional judgment in determining the tools and resources that best fit their geographic circumstances, as well as the needs and interests of their learners.

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9781448889839

Interdisciplinary Unit for Grades 1–2

Description

April 2014

GRL

Lexile

9781600147241

9781456934842

GRADES

K–2

Science and social studies are both incorporated into the experiences of this unit. By the end of this unit, students will achieve the following goals for science: • Students will know that natural resources include solid rock, soil, wood, water, oil, and coal, and can be described by their physical properties.

• Students will discuss how different properties make materials useful in solving human problems.

• Students will recognize that natural resources satisfy the needs of plants and animals (air, water, light— plants only, space, food, and shelter).

• Students will also understand characteristics of various physical environments and behaviors of humans to promote or thwart the ability of natural resources (plants and animals) to survive.

• Students will apply knowledge, skills, and understandings of human–environmental relationships arising from changes in environments (depletion and renewal of natural resources) to make suggestions for solving DOI:10.1598/bridges.7004 | © 2014 International Reading Association

Interdisiplinary Units for Grades 1-2

Set ISBN:

Title

Instructional Units for the Engaging Classroom

Exploring the Natural Resources in Our Community

This unit is centered on engaging students in a high volume of authentic, meaningful, and relevant reading and writing experiences that will enable them to develop a deeper understanding of human–environmental relationships.

Appropriate to their grade level the students shall count, understand place value for tens and hundreds, and understand addition and subtraction.

Integrating Math, Science, and Language for K-2

ISBN

IRA BRIDGES

Exploring the Natural Resources in Our Community

K–2

Author

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The Little House

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The Armadillo from Amarillo

Cherry, Lynne

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The Great Kapok Tree: A Tale of the Amazon Rain Forest

Cherry, Lynne

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Deedy, Carmen Agra

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Our Big Home: An Earth Poem

Glaser, Linda

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Natural or Man-Made

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Wood

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Planting the Trees of Kenya: The Story of Wangari Maathai

Nivola, Claire

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How to Make a Cherry Pie and See the U.S.A.

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Maps are Flat, Globes are Round

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Nature in the Neighborhood

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National Geographic Student Atlas of the World

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One Well: The Story of Water on Earth

Strauss, Rochelle

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IRA Bridges Book Collections

IRA BRIDGES

Biography Through Shared Research

Instructional Units for the Engaging Classroom

IRA Bridges Book Collections

GRADES

Biography Through Shared Research

An Interdisciplinary Unit for K–2

Description

This interdisciplinary unit for the primary grades is de­signed to provide a springboard for the genre study of biography through the implementation of a workshop model of writing instruction with built-in social stud­ies and science extensions.

July 2014

This unit is designed to be implemented over four weeks with four to five lessons per week, concluding in a culminating project. Each lesson contains the following components: • Essential Question(s) • Text(s) (for read-aloud or for science or social studies connection) • Scaffolded Skills • Minilesson • Exit Slip/Product • Workshop Closing (wrap-up of workshop as a wholegroup activity) • Science/Social Studies Extension

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A Boy Called Slow

Bruchac, Joseph

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A Picture Book of Thurgood Marshall

Adler, David A.

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Celia Cruz: Queen of Salsa

Chambers, Veronica

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Dave the Potter: Artist, Poet, Slave

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Say, Allen

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Mama Miti: Wangari Maathai and the Trees of Kenya

Napoli, Donna Jo

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Odd Boy Out: Young Albert Einstein

Brown, Don

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Engle, Margarita

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Each weekly block of instruction is designed with a four-step model we titled READ: • R—Read (independent reading, shared reading, guided reading) • E—Extend the learning (writing and center activities) • A—Apply across the curriculum (integrated content area studies) • D—Demonstrate learning (relevant and authentic assessments) This unit is designed to provide an example of how teachers who are required to use core reading programs DOI:10.1598/bridges.7005 | © 2014 International Reading Association

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Iguanas in the Snow / Iguanas en la Nieve

Alarcon, Francisco X.

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Rice Pudding: A Cooking Poem / Arroz con Leche: Un Peoma Para Cocinar

Argueta, Jorge

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First Come the Zebra

Barasch, Lynne

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I Lost My Tooth in Africa

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What Does it Mean to Be Global

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Same, Same But Different

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Love as Strong as Ginger

Look, Lenore

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My Name is Yoon

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1. What is a tradition?

2. How do we learn traditions?

3. Where might we see traditions practiced?

4. Why are traditions important to us?

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“Why are traditions important to us?” To build toward that understanding, the following subordinate questions will be addressed weekly:

Multicultural Literature and the Inquiry Approach for Primary Grades

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This unit offers primary-grade teachers an example of how an interdisciplinary inquiry approach with a multicultural picture book text set might be integrated with existing curricula materials to effectively implement the Common Core State Standards (National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010; CCSS) for U.S. elementary school children. It is designed for students in K through 2 settings, but for the purpose of citing standards and providing leveled text, examples are focused on second grade. It is in second grade that students are transitioning into reading with greater text complexity and are provided with challenging texts to read independently.

The unit lessons are delivered over a period of four weeks during a 90-minute instructional period, whereby content standards instruction will be integrated throughout the reading/language arts activities. Each week instruction will be guided by an essential question to allow students to use an inquiry approach in their learning. The questions for the first three weeks will lead toward the students gaining insight that will enable them to answer the overarching essential question: April 2014

Set ISBN:

9780618243433

Laurie Curtis, Gayla Lohfink, and Elizabeth Hohl

Description

DOI:10.1598/bridges.7009 | © 2014 International Reading Association

9781456964900

9780698116160

GRADES

K–2

Multicultural Literature and the Inquiry Approach for Primary Grades

This unit integrates science through work with the scientific process (Heisey & Kucan, 2010) by introducing what scientists do, making the process real for young learners. These themes are introduced through the read-aloud texts that extend into shared writing activities, shared graphic organizer development across texts,

An Interdisciplinary Unit for K-2

ISBN

Instructional Units for the Engaging Classroom

Traditions

This unit offers primary-grade teachers an example of how an interdisciplinary inquiry approach with a multicultural picture book text set might be integrated with existing curricula materials to effectively implement the Common Core State Standards

Kimberly Hartnett-Edwards, Keith Garvert, and Jamie D’Angelo

This interdisciplinary unit for the primary grades is designed to provide a springboard for the genre study of biography through the implementation of a workshop model of writing instruction with built-in social studies and science extensions. Although this is not a new idea in regard to teaching the genre of biography, accomplishing it with K–2 students is remarkable. Often, primary writing involves copying of teacher text and/or letter formation (Calkins, 1994; Graves, 2004; Routman, 2005). It wasn’t until the implementation of the process writing approach, along with the work being done in New Zealand with emergent readers (Clay, 1991) that the capabilities of primary students to communicate through written print was understood (Calkins, 1994). A primary student’s approximation (Cambourne, 1988) of conventional print is valued as a view into the student’s understandings of print much the way Running Records provide a view of “in the head” (Smith, 1985) processing of beginning reading. Twenty years ago, the possibility of primary students’ ability to write in a specified genre like biography would not have been considered.

IRA BRIDGES

Traditions

K–2

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7

IRA Bridges Book Collections

IRA BRIDGES

Animal Studies:

Instructional Units for the Engaging Classroom

IRA Bridges Book Collections

GRADES

3–5

Research and Persuade

Animal Studies

Habitat, Adaptations for Survival, Environmental Factors, and Human Impact— An Interdisciplinary Unit for Grade 4

Habitat, Adaptations for Survival, Environmental Factors, and Human Impact

What Animal Should Be New at the Zoo?

Erin FitzPatrick and Katie Schrodt

Description This four-week unit is designed for 90-minute blocks of instruction in which students will engage in a high volume of deep reading in a subject area that allows them to access prior knowledge about the world around them as well as gain new understanding and perspective about that world and their role in it. In developing Animal Studies: Habitat, Adaptations for Survival, Environmental Factors and Human Impact, we leaned heavily on the work of Allen (2001). We then paired that research with Common Core English and Language Arts standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) as well as children’s interest in the natural world. Although this unit is easily adaptable to Grade 3 and Grade 5, we focus on Grade 4 in our writing.

Through engaging mentor texts in a variety of genres, students will explore diverse habitats, the balance of nature, animal adaptations for survival, and the human impact on the environment. Each of these explorations will be paired with writing extensions that

Through engaging texts in a variety of genres, students will explore diverse habitats, the balance of nature, animal adaptations for survival, and the human impact on the environment.

April 2014

will culminate in the creation of a multigenre research project. This interdisciplinary unit seeks to maximize the literacy benefits by incorporating science standards related to animal studies with the English language arts curriculum.

All projects are based on an “I do. We do. You do.” model that correlates with the Vygotskian theory of scaffolding (Vygotsky, 1978). The project will specifically relate to the coverage and use of the Common Core Standards for the English language arts. Finally, by exploring mentor texts, students will consider their role in the balance between humans and the Earth. For English learner supports, all students will participate in active involvement of vocabulary learning. This includes the use of visuals, videos, props, real-life objects, role-playing, labeling, charting, and group work, which are each presented throughout the unit. Completed posters and cumulative charts can be left hanging as visual supports and continual resources.

This interdisciplinary unit is de­signed to provide a springboard for the genre study of endangered species: giant panda, Tasmanian devil, brown spider monkey, leatherback sea turtle, mountain gorilla, or snow leopard.

DOI:10.1598/bridges.7006 | © 2014 International Reading Association

Set List Price:

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9781456964528

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The Tree That Time Built: A Celebration of Nature, Science and Imagination”

Hoberman, Mary Ann Winston, LInda

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Earth Book for Kids: Activities to Help Heal the Environment

Schwartz, Linda

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Sill, Cathryn

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Page, Robin

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A River Ran Wild: An Environmental History

Cherry, Lynne

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The Great Kapok Tree: A Tale of the Amazon Rainforest

Cherry, Lynne

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Rachel Carson and Her Book That Changed the World

Lawlor, Laurie

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Napoli, Donna Jo

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“The Camping Trip That Changed America: Theodor Roosevelt, John Muir and Our National Parks”

Rosenstock, Barbara

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Winter, Jeanette

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Winter, Jeanette

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At This Very Moment

8

GRADES

3–5

Research and Persuade— What Animal Should Be New at the Zoo? An Interdisciplinary Unit for Grades 3–5

Julie Jackson Albee, Larinee Dennis, Megan Hathaway, J’Lynne Mundle, Melanie Smith, Sue Spiegelhoff

Description The St. Louis Zoo (or the zoo closest to you) has received funding to add one more animal to its exhibits.

Preserving endangered animals is of high priority to the Zoo Board; therefore, it desires for this funding to support one of the following endangered species: giant panda, Tasmanian devil, brown spider monkey, leatherback sea turtle, mountain gorilla, or snow leopard.

However, the Zoo Board needs help in deciding which animal it should help to preserve. Each student (grades 3–5) has been asked to research by reading nonfiction texts from a variety of sources (i.e., online, print books, print articles, videos) and writing a newspaper article about one category (appearance, diet, habitat, or survival skills) pertaining to his or her assigned animal.

These articles will be presented to the Zoo Board along with a visual and oral presentation made by the students’ research group.

Each lesson is designed to fill a 45–60 minute Writers Workshop block. Students in grades 3–5 should have a basic understanding of animals, habitats, predator/prey relationships, etc., before beginning this unit. Suggested texts (approaching level, on level, and beyond level) for student endangered animal research (E.A.R.) groups are included at the end of this unit. Teachers will need to assemble three to six members of a “Zoo Board” (including the principal, other teachers, and community members) prior to the end of this unit. While many of the activities in this unit utilize technology, they can also be taught with materials substituted for technology.

This unit could also be easily adapted for researching other topics in the Science or Social Studies curricula (e.g., planets, famous presidents, states).

DOI:10.1598/bridges.7010 | © 2014 International Reading Association

Interdisiplinary Units for Grades 3-5

9780525422525

9781456934842

Instructional Units for the Engaging Classroom

July 2014

Interdisiplinary Units for Grade 4 Set ISBN:

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Title

Author

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Endangered Pandas

Crossingham, John

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Giant Pandas

Gibbons, Gail

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Frost, Helen

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Gorillas and Their Babies

Johnston, Marianne

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How Many Baby Pandas?

Markle, Sandra

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Leatherback Turtles

Marx, Mandy

$24.65

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Murray, Julie

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Monkeys and Other Primates

Kalman, Bobbie

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9781426307041

National Geographic Little Kids: First Big Book of Animals

Hughes, Catherine

$14.95

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Saving the Ghost of the Mountain: An Expedition Among Snow Leopards in Mongolia

Montgomery, Sy

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Snow Leopards

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Dorisi-Winget, Dianna

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Snow Leopards and Their Babies

Johnston, Marianne

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Snow Leopards: Hunters of the Snow and Ice

Landau, Elaine

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Tasmanian Devil

Sirota, Lyn

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Tasmanian Devil: Nighttime Scavenger

Markovics, Joyce

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Tasmanian Devil: On Location

Darling, Kathy

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Tasmanian Devils in Danger

Portman, Michael

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Tasmanian Devils: Animal Scavengers

Markle, Sandra

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The Fascinating World of Primates

Julivert, Angels

$6.95

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The Secret Lives of Gorillas

Barnes, Julia

$26.00

$18.20 6.8

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Turtles

Nagelhout, Ryan

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IRA Bridges Book Collections

IRA BRIDGES

Money Makes the World Go Around

Instructional Units for the Engaging Classroom

GRADES

3–5

Money Makes the World Go Around Interdisciplinary Unit for Grades 3–5 Kim Beal, Diane Bottomley, and Peggy Rice

Description This economics unit includes inquiry, framed with strong reading/writing connections that lead to a variety of collaborations, conversations, and presentations of knowledge and ideas. Embedded in these learning activities is an emphasis on developing language and foundational skills. As a result, this unit encompasses many of the ELA Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Students will engage in close reading of fiction and nonfiction texts that include an emphasis on key ideas and details, the author’s craft/ text structure, and integration of knowledge and ideas.

Students will also engage in a range of writing throughout the unit. They will conduct research, write informative paragraphs, complete impromptu writing to exhibit understanding of concepts, write narrative responses to reading, write a poem, write in a journal/learning log, write an advertisement, and write a business plan. To deepen understandings of content, students will engage in a variety of groupings, such as paired readings, smallgroup book clubs, and whole-class grand conversations.

In addition to contributing to discussions, students will also present their perspectives via presentations, such as

Readers Theatre, poetry dramatizations, and a commercial to advertise their business. Throughout these activities, students will develop understandings of vocabulary and effective use of language conventions. They will also develop fluency through repeated readings of text, such as poetry and sharing passages from the book club books.

The culminating project, the Young Entrepreneurs’ Emporium, will highlight students’ understandings and will also include engagement in all of the language arts.

This integrated unit focusing on economics is designed to develop the following enduring understandings:

9781600603587

They Have a Good Day Café

Park, Frances Park, Ginger

$8.95

9780688167172

Grandpa’s Corner Store

Disalvo-Ryan, DyAnne

$15.89

$11.12

9780786800704

This is a Great Place for a Hot Dog Stand

Saltzberg, Barney

$14.95

$10.47

Interdisiplinary Units for Grades 3-5

9781584302759

Hiromi’s Hands

Barasch, Lynne

$18.95

$13.27

9781570916731

The Day-Glo Brothers: The True Story of Bob and Joe Switzer’s Bright Ideas and Brand New Colors

Barton, Chris

$19.95

$13.97 6.0

Set ISBN:

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9780061730337

The Boy Who Harnessed the Wind

$15.99

$11.19 6.4

9781456964511

$778.29

$544.76

W Kamkwamba, B Mealer

9781554530281

One Hen: How One Small Loan Made a Big Difference

Milway, Katie Smith

$18.95

$13.27

9780803730588

Listen to the Wind

Mortenson, Greg

$16.99

$11.89

9781416935056

Mama Miti: Wangari Maathai and the Trees if Kenya

Napoli, Donna Jo

$17.99

$12.59 4.5

9780516263304

Milton Hershey: Chocolate King, Town Builder

Simon, Charnan

$6.95

$4.87 4.8

9781570915802

Akira to Zoltan: Twenty-Six Men Who Changed the World

Chin-Lee, Cynthia

$7.95

$5.57 7.0

9780805097375

Adventurous Women: Eight True Stories About Women Who Made a Difference

Colman, Penny

$16.99

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9780761395485

50 American Heroes Every Kid Should Meet

Denenberg, Dennis Roscoe, Lorraine

$14.95

$10.47 7.4

9780618737383

The Cowgirl Way: Hats Off to Americas’ Women of the West

George-Warren, Holly

$18.00

$12.60

9780544247611

Lives of Extrodinary Women: Rulers, Rebels (and What the Neighbors Thought)

Krull, Kathleen

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Girls Think of Everything: Stories of Ingenious Inventions by Women

Thimmesh, Catherine

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Hand in Hand: An American History Through Poetry

Hopkins, Lee Bennett

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Lives: Poems About Famous Americans

Hopkins, Lee Bennett

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Carver: A Life in Poems

Nelson, Marilyn

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Arthur’s Pet Business

Brown, Marc

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Selling Hope

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Pigs Will Be Pigs

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The Story of Money

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If You Made a Million

Schwartz, David M.

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Abuela’s Weave

Casteneda, Omar S.

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When the Bees Fly Home

Cheng, Adrea

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Strega Nona Meets Her Match

Tommy dePaola

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Ox-Cart Man

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Piper Reed Gets a Job

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Caps for Sale: A Tale of a Peddler, Some Monkeys and Their Monkey Business

Slobodkina, Esphyr

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The Hundred Penny Box

Mathis, Sharon Bell

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Beatrice’s Goat

McBrier, Page

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My Rows and Piles of Coins

Mollel, Tololwa M.

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Alexander, Who Used to Be Rich Last Sunday

Viorst, Judith

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A Chair for My Mother

Williams, Vera B.

9781456934842

Classroom Library Small Bin (2)

This economics unit includes inquiry, framed with strong reading/writing connections that lead to a variety of collaborations, conversations, and presentations of knowledge and ideas.

ISBN

1. Economics is the study of how decisions are made and the impact of these decisions.

2. People have unlimited wants but only limited resources, so everyone must make economic choices.

3. Money is an essential component of an economy.

4. We are part of an interdependent world economy.

5. Economies at the local, state, and national level change over time.

6. Economic changes happen one person and one community at a time.

February 2014

Title

DOI:10.1598/bridges.7001 | © 2014 International Reading Association

Author

List Price

Your Price

$17.99

$12.59

9780060090920

All In Just One Cookie

Goodman, Susan

9781580983091

Rickshaw Girl

Perkins, Mitali

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Here Comes the Garbage Barge

Winter, Jonah

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What’s Cooking, Jenny Archer?

Conford, Ellen

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The Lemonade War

Davies, Jaqueline

$6.99

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Lawn Boy

Gary Paulsen

9780618759255

The Toothpaste Millionare

Merrill, Jean

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Lunch Money

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A Picture Book of George Washington Carver

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George Washington Carver

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Boss of the Plains: The Hat That Won the West

Carlson, Laurie M.

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George Washington Carver

Carter, Andy Saller, Carol

$6.95

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The Great and Only Barnum: The Tremendous, Stupendous Life of Showman P. T. Barnum

Fleming, Candace

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In the Garden With Dr. Carver

Grigsby, Susan

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Who Was Jim Henson?

Holub, Joan

$4.99

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Andrew Carnegie: Steel King and Friend to Libraries

Kent, Zachary

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Vision of Beauty: The Story of Sarah Breedlove Walker

Lasky, Katherine

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John Muir: America’s First Environmentalist

Lasky, Katherine

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Fort Mose: And the Story of the Man Who Built the First Free Black Settlement in Colonial America

Turner, Glenette

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Marvelous Mattie: How Margeret E. Knight Became an Inventor

McCully, Emily Arnold

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Madame C. J. Walker: Self-made Millionaire

McKissack, Patricia McKissack, Fredrick L.

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Three Cups of Tea

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Who Was Steve Jobs?

Pollack, Pam

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Who Was Walt Disney?

Stewart, Whitney

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Show Me the Money: How to Make Cents of Economics

Hall, Alvin

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Isabel’s Car Wash

Bair, Sheila

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Sam and the Lucky Money

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Lemonade in Winter: A Book About Two Kids Counting Money

Jenkins, Emily

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Uncle Jed’s Barbershop

Mitchell, Margaree King

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11

IRA Bridges Book Collections

The Sun, Earth and Moon

IRA BRIDGES

Instructional Units for the Engaging Classroom

IRA Bridges Book Collections

GRADES

Courage: Facing Adversity

3–5

The Sun, Earth, and Moon

Concept-Oriented Reading Instruction for Grade 3 Sara McDonald, Julianne Paul, Emily A. Swan, Kim Knettles, and JaNeal Rodriguez

Description This 8-week Concept-Oriented Reading Instruction (CORI; Guthrie et al., 1996) unit focuses on exploring the science content concepts of the sun, Earth, and moon. The purposes of this literacy-based science unit are to (a) foster a high volume of deep reading about the content concept of the sun, Earth, and moon, (b) create engagement for reading and learning about our solar system, and (c) to increase competence by increasing students’ literacy skills, including reading, writing, speaking English, listening, and loving to read and learn.

This curricular unit is designed for regular classrooms but is tailored to serve students who are English learners and students who are receiving special education. The

This unit focuses on exploring the science content concepts of the sun, Earth, and moon and it fosters a high volume of deep reading about the subject.

April 2014

instruction provided through the strategies described enables the teacher to pay special attention to each student.

The Teaching and Learning Activities are divided into Reading/Language Arts Tiered Instruction and English Language Development blocks in the morning (190 minutes per day) to provide the necessary literacy instruction students need to succeed and to thrive. In addition, students will receive a 60-minute block of Science instruction two times per week, which extends their learning of the topics of the sun, Earth, and moon as well as all of the reading strategies and skills students need.

This unit focuses on finding the courage to face adversity and uses Freak the Mighty (Philbrick, 1993) as the central text.

The subjects of history and technology are integrated throughout this theme.

DOI:10.1598/bridges.7007 | © 2014 International Reading Association

Concept-Oriented Reading Instruction for Grade 3 Set ISBN:

Set List Price:

Your Price

9781456964535

$163.69

$114.61

ISBN

Title

Author

9780448405179

What’s Out There: A Book About Space

Wilson, Lynn

9780792251231

Moon

Tomecek, Steve

9780064450508

What Makes Day and Night

Branley, Franklyn M.

9780823937370

Space Rocks: A Look at Asteroids and Comets

Waldeck, Aaron

9781426307706

13 Planets the Latest View of the Solar System

Aguilar, David A.

9780823981397

A Trip Through Our Solar System

Leigh, Autumn

Instructional Units for the Engaging Classroom

GRADES

6–8

Courage

Facing Adversity—An Interdisciplinary Unit for Grades 6–8 Sharryn Larsen Walker, Lacey Goble, Kyle Hutchinson, Katie Wilson, and Naomi Zornes

Description This unit focuses on finding the courage to face adversity and uses Freak the Mighty (Philbrick, 1993) as the central text. This integrated unit is intended to be implemented in grades 6–8 and is designed to be taught in 60-minute sessions five days a week for four weeks.

The subjects of history and technology are integrated throughout this theme. Courage: Facing Adversity is an important theme for students to explore because it can be applied to all aspects of life. The outcomes of this unit will encourage students to stand up for what they believe and empower them to face adversity as it relates to disabilities, difficulties, or diversity. Students will learn to use the academic language of the unit in their everyday lives. As knowledge of history and technology informs contemporary perspectives of the world, students participating in this unit will be able to apply this knowledge to their own interactions with the world.

Finally, the outcomes of this unit encourage students to take a stand against bullying within their school, and find ways that courage can be shown in their own lives.

In order to be successful in the participation of this unit, students need to have background knowledge in

the use of graphic organizers and of the daily life of the Middle Ages. It is recommended that the classroom teacher build background knowledge of the daily life of the people of the Middle Ages before and during this unit of study. This background knowledge is necessary as portions of Freak the Mighty (Philbrick, 1993) make reference to the Middle Ages. This background knowledge will allow students to gain a deeper understanding of medieval history, as well as the technology used in that time period. Students can then use that knowledge to make connections to the contemporary world.

The information and skills introduced and practiced in this unit will be useful in the acquisition of the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGAC], 2010).

Citing textual evidence is a component of the reading, writing, and speaking/listening standard in the CCSS. Because many of the CCSS require students to cite textual evidence as a way to support their understandings, the information and skills gained through the participation of this unit will be reinforced. As this unit of study

February 2014

DOI:10.1598/bridges.7002 | © 2014 International Reading Association

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IRA Bridges Book Collections

IRA BRIDGES

Exploring Colonial America

Instructional Units for the Engaging Classroom

IRA Bridges Book Collections

GRADES

How the Civil War Changed the Nation

6–8

Exploring Colonial America

Teaching History Through Literacy for Grade 6 Using the GAUGE Strategy Leila Richey Nuland, Ana Taboada Barber, Traci Whiting Murray, and Susan Groundwater

Description This two-week unit for grade 6 focuses on the shared goals of teaching history content related to the colonization of America while strengthening literacy skills through comprehension monitoring. Comprehension monitoring is essential to literacy, as it enables the reader to be aware, while reading, whether a text is making sense and to select from a menu of strategies to fix his or her misunderstandings accordingly. Once students identify what they do not understand, they can use fix-up strategies as tools to improve their comprehension. This unit presents a specific comprehension monitoring strategy for accomplishing this objective: the GAUGE strategy, which encourages students to use Graphic organizers, Ask questions, Use text features or context clues, Go back and reread, and Explain what you read. GAUGE is used as an anchor in this unit because students cannot apply strategies if they are not aware of their thinking while reading. Therefore, GAUGE facilitates students’ thinking about their reading.

This unit was developed and implemented within the United States History for Engaged Reading (USHER), a multiyear project designed to codevelop a

This two-week unit for grade 6 focuses on the shared goals of teaching history content related to the colonization of America while strengthening literacy skills through comprehension monitoring.

July 2014

history–literacy integrated curriculum between literacy researchers and language arts and social studies middle school (grades 6 and 7) teachers (Taboada Barber et al., in press). The implementation took place with several teachers in a large urban school district in the MidAtlantic region. USHER has the dual goal of supporting the reading comprehension and engagement of middle school students with history texts through the use of specific comprehension or cognitive strategies and motivation support practices.

Motivation practices refer to teacher supports for student motivation for reading history and learning history topics. In this unit, we emphasize two motivation practices: reading self-efficacy and task relevance. Fostering reading self-efficacy consists of teacher supports to increase students’ own perceptions of their reading capabilities through fostering competence with specific reading skills or activities. Fostering relevance consists of teacher supports for students’ understanding of the importance and value of learning (a) certain tasks or topics or (b) the use of specific reading strategies.

In this concept oriented reading instruction unit (CORI) for seventh-grade students, the reading instruction is integrated with social studies through a focus on the topic of the Civil War.

DOI:10.1598/bridges.7011 | © 2014 International Reading Association

Teaching History Through Literacy for Grade 6 Using the GAUGE Strategy Set ISBN:

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9781456964917 $231.89 $162.36

ISBN

Title

Author

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AR

Lexile

GRL

IRA BRIDGES

Instructional Units for the Engaging Classroom

GRADES

6–8

How the Civil War Changed the Nation

Concept-Oriented Reading Instruction Unit for Grade 7 Angela McRae, Jennifer A. McPeake, and Ellen M. Kaplan

Description Concept-Oriented Reading Instruction (CORI) is a research-based instructional method that merges strategy instruction for reading, conceptual knowledge in a subject domain, and support for student motivation (Guthrie, Wigfield, & Klauda, 2012). CORI has been proven to increase reading engagement and comprehension through the teaching of reading strategies with explicit support of the development of reading motivation (Guthrie, McRae, & Klauda, 2007). Students gain skills in comprehending nonfiction texts through inquiry-based instruction that focuses on conceptual learning rather than memorization of facts. This, in turn, fosters intrinsic motivation and leads to engaged reading for students at all achievement levels.

The objective of CORI is to increase the amount of engaged reading, defined as the interplay of motivation, conceptual knowledge, strategies, and social interaction during literacy activities. This is accomplished through the motivational goals of affording students partial control of learning from text, interacting with other students to learn, experiencing hands-on activities, and gaining conceptual understanding of subject matter

through reading. To help students cope with complex texts, CORI fosters strategic reading through inferencing, summarizing, using background knowledge, questioning, and concept mapping. Therefore, students become engaged with interesting texts while receiving instruction on reading strategies and support for their motivation. This style of learning is more meaningful than learning a series of dates and names (Guthrie, McRae, & Klauda, 2007).

The Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) demand deep reading. In order to respond to the CCSS, it is crucial to find ways to bridge the gap between students’ skills and reading materials—and engagement is that bridge between students and the texts. Engaged students actively dig into reading; they seek knowledge and try to understand what they are reading in a meaningful way.

Engaged readers want to grow by actively pursuing information or by having a literary experience. Unfortunately, students often fail to read at a level that maximizes their full potential, and too many students are disengaged

July 2014

DOI:10.1598/bridges.7008 | © 2014 International Reading Association

Concept Oriented Reading Instruction Unit for Grade 7 Set ISBN:

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9781456964931

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9781404206748

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IRA Bridges Book Collections

Understanding Power and Fear

This unit was designed for students in grades 9 through 12, with varying abilities in order to build students’ understanding of school integration in the South:

IRA BRIDGES

Instructional Units for the Engaging Classroom

Keep Your IRA Bridges Book Collections Organized and easy to access in a Classroom Library Small Bin

GRADES

9–12

Understanding Power and Fear School Integration in the South (1954–1964) Cristina Nagel and Mary Hoch

Description This unit, Understanding Power and Fear: School Integration in the South (1954–1964), was designed for students in grades 9 through 12, with varying abilities.

This unit could be implemented in English language arts/literature or in history/social studies courses. The cycles of lessons will be organized as follows in order

to build students’ understanding of school integration in the South: • “Construction of Power” • “Segregation and Prejudice” • “Impact of Fear” • “Social Responsibility”

Unit Overview Common Core State Standards and Learning Goals Achieved

Week

Grouping

Central Ideas

Objectives

Teaching and Learning Activities

1

Whole group

Construction of power

Expository text structures Central idea

Students will familiarize themselves with expository text structures.

2

Small group

Segregation and prejudice

Citing textual evidence

Students will identify and RI.9-10.1 understand common elements RI.9-10.2 of informational text, cite RI.9-10.4 textual evidence, and apply reading strategies.

RI.9-10.2 RI.9-10.4 RI.9-10.5 RI.9-10.6

Texts Used Claudette Colvin: Twice Toward Justice by Phillip Hoose Brown v. Board of Education: The Case for Integration by J. Conaway (continued)

February 2014

DOI:10.1598/bridges.7003 | © 2014 International Reading Association

School Integration in the South (1954-1964) Set ISBN:

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9781456964559

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9780618397402

Remember the Journey to School Integration

Author Morrison, Toni

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21

New Units Ad d e d Q u a r te r l y !

IRA BR IDGES

Bridge research and practice for high engagement and rich student learning.

BRIDG IRA Inst ruct the Eng iona l Uni ts for agin g Cla ssro om

its for al Un ssroo m cti on Cla Ins tru ga gin g the En

GRADES

K–2

rces l Resou Natura ng the nity ri lo p x E ommu ades 1–2 in Our C iplinary Unit for Gr

GRADES

3–5

Animal St udies

Habitat, Ad apt Environmenta ations for Survival, An Interdiscip l Factors, and Human Impact—BRIDGES linary Unit for Erin FitzP atrick and GradeIRA Katie Schr 4 odt

ES

en, Interdisc Liz Gre Linville,

Units for Instruc tional Classro om the Engagi ng

GRADES

3–5

Description

This four-w of instru eek unit is design ction in volume which stude ed for 90-m inute block of deep nts will readin them s engag

to access g will culmi prior know in a subject area e in a high nate in them as the project. ledge about well as that allow This interd creation of a gain new tive about s multigenre the literac understand the world aroun isciplinary ing Anim that world and y benef research d its by incor unit seeks to al their role ing and persp related to anim ecEnvironme Studies: Habit maxim porating al studie ize at, Adap in it. In develo ntal Facto curriculum science s with the heavily tations pstandards rs and . on for Survi English All projec val, language research the work of Allen Human Impac ts are based t, we leaned arts with Comm (2001 model Arts stand on an “I that on Core ). We then paired do. We scaffolding correlates with Engli that for Best ards (National do. You the Vygo Governors sh and Langu (Vygo Practices do.” tsky, 1978) ically relate tskian age Officers, Association theor y .

2010) as & Council of of Core Stand to the coverage The project will ral world well Chief State Center . Although as children’s and use ards for specifSchoo by 3 and Grade intere of the Comm the Engli l exploring this 5, we focus unit is easily adaptst in the natuon role in the mentor texts, sh language arts.

Through able to Grade students balance Finally, engaging on Grade 4 in genres, will Engli betwe our consi mento sh writing. en huma students learner y, and Peggy Rice der their ns and will explo r texts in ance of suppo Diane Bottomle in active theKim a nature, EarthBeal, involvemen rts, all stude . For animal re diverse habita variety of the huma nts will cludes the t of vocab adaptations ts, the n participate use balexploration impact on the for surviv role-playing of visua ls, video ulary learning. enviro s will be This ins, props , labeling, paired with nment. Each al, and ions, and a commerare each , real-life of these poetry dramatizat activiwriting presented charting, and objects, Readers Theatre, extensions group work, posters Throughout these April 2014 throughout strong their business. and that which includes inquiry, framed with colings of vocabulary cial to advertise the unit. visua l suppo cumulative chart unit develop understand s. They will also variety of Completed This economics s s that lead to a rts and ties, students will connection continual can be iting left hangi ns of knowlof language convention such reading/wr and effective use readings of text, resources. ns, and presentatio activities is ng as through repeated learning laborations, conversatio book club books. develop fluency DOI:10.1 Embedded in these and foundational passages from the urs’ 598/brid edge and ideas. language ges.7006 as poetry and sharing Young Entreprene | © 2014 on developing of the ELA and g project, the Internat an emphasis understandings encompasses many The culminatin ional Reading Governors a result, this unit highlight students’ the language arts. skills. AsAssociat ion State Standards (National Emporium, will all of in t Chief of Core engagemen & Council Common will also include economics is designed for Best Practices close unit focusing on Association Center 2010). Students will engage in This integrated understandings: an following enduring State School Officers, nonfiction texts that include to develop the and and the author’s craft/ reading of fiction decisions are made ideas and details, ideas. the study of how emphasis on key knowledge and 1. Economics is integration of decisions. and these throughof reof writing text structure, the impact but only limited engage in a range write informaunlimited wants choices.

Students will also 2. People have will conduct research, must make economic writing to exhibit everyone so out the unit. They impromptu sources, to of an economy. , complete tive paragraphs narrative responses essential component 3. Money is an of concepts, write rning log, dent world economy. understanding in a journal/lea of an interdepen To level a poem, write 4. We are part a business plan. reading, write state, and national ent, and write at the local, students will engage write an advertisem 5. Economies ings of content, over time. comreadings, smallone change deepen understand paired and as person such ns. happen one grand conversatio in a variety of groupings, 6. Economic changes and whole-class , students will group book clubs, munity at a time. g to discussions as contributin such to ns, Association In addition presentatio International Reading perspectives via ges.7001 | © 2014 also present their

rld Money Makes the Wo Go Around s 3–5 Grade Interdisciplinary Unit for

Description

BRIDG IRA

its for l Un ssroo m ctio na Cla Ins tru ga gin g the En

GRADES

6–8

IRA B RIDGE

S

Inst ruc the Engtion al Uni ts for agin g Cla ssro om

GRADES

9–12

IRA B RIDGES

akis i Frag and Len

Inst ruc the Engtion al Uni ts for agin g Cla ssro om

ated into incorpor unit, stuboth of this ies are Debbie al stud . By the end science: for and soci unit goals solid Science ces of this wing rien include dethe follo urces be the expe achieve nd-grade ral reso and can will and seco ful, and dents firstthat natu and coal, ning le know oil, engaging entic, mea will enab make ents will d, water, erties. auth that an– ered on erties • Stud woo is cent volume of experiences g of hum to sical prop rent prop . soil, unit , phy r rock This in a high writing erstandin learn how of by thei how diffe problems s satisfy students reading and deeper und y will scribed discuss ing human misuse urce The a t— ral reso hips. t the use and can posi ents will ul in solv relevant develop r, ligh natu ions Stud to • relat ls usef abou e that als (air, wate humansbegins with them ental sions ways materia recogniz anim environm rmed deci suggest ity. The unit the natural variter). ents will plants and and info cs of unit mun world and and shel • Stud make resources s of acteristi humans l com As the ce food, the Laur the need , space, nd char viors of s ie Curt natural act the loca r place in l community. experien only imp ting thei is, Gayla understa and beha resource plants r loca ral to and to heighten tively also thei Lohfink, loca natu ents sure in l of ents will environm and Eliza students s available gain expo activities ronmenta ability • Stud ndand beth Hoh sical envi ents art the resource es, students ed texts understa ng ous phy ote or thw to survive. human–affords stud l t and vari ress the s, arisi als) prog and g abou ect skill about hips to prom many and anim knowledge, l This nding inating projunderstandinon those unit offers with renewal relations (plants act understaThe culm n and priming enta how letio their apply e retheir solv ary-g ans’ imp use thos (dep an interd hip. ents will an–environm entsticult showcase isciplinary rade teach ns for and • Stud estiopictu relationsortunity to s and hum ers teachersof hum in environm eexisti suggural protect allow re book inquiry appro an example ings ges the opp ity resource bility to design to in determin of text set ach with iation s) to makCom ng curricula mate chan “Why are onsi ic t migh d Assoc mun urce a mulng resp from t be integ mon Core men geograph broa com rials l Readi s and ral reso that unde traditions impo r has a r rated with ationa AssocIntern nal judg State Standto effectively of natu iation resource This unit r professio best fit thei rests of thei © 2014 Center ards (Nati implement tions will rstanding, the rtant to us?”

4 | Coun for Best cil the To build es.700 sources. to use thei urces that s and inte be onal follow of addressed /bridg Chief State Practices Governors CCSS) reso 0.1598 week ly: ing subordinat toward the need DOI:1 for [NGA freedomtools and School 1. Wha Center] e quesOfficers for stude U.S. elementary well as t is a tradit & ing the ances, as nts in K [CCS ion?

2. How of citing through school children. SO], 2010; do we learn circumst. standards 2 settin are focus 3. Wher gs, but It is designed traditions? and provi learners e migh ding levele for the purp students ed on second t we see 4. Why ose grade. are traditions are tradit It is in d text, examples complexity transitioni practiced? second ions impo ng 2014 grade read indep and are provi into reading rtant to April Each week with great that us? ded with endently. ly er The unit block of challenging text four-step instruction model weeks durin lessons are texts to we titled delivered g a 90-m READ: is designed content • R—R over a inute instru with a ead stand perio (independ ards instru d of four throughou ctional guided period, ent readi reading) week instrut the reading/la ction will wher ng, share • E—E be integ eby ngua ction will xtend the d readi to allow rated be guide ge arts activi learning ng, • A—A ties. Each d by an learning. students to use (writ pply essen area studi across the curri ing and cente lead towarThe questions an inquiry appro tial question r activi es) culum ties) ach in • D—D (integrated able them d the stude for the first their emon nts gaini three week to answ content assessmen strate learn er the overa ng insigh s will ing (relev ts) t that rching ant and essential will enApril 2014 authentic question: This unit is desig teachers ned to who are provi required de to use corean example of how reading programs DOI:10.

1598/br idges.70

ion Descript

ES

Traditions

Multicultura for Primary l Literature and the Inquiry Ap Grades proach

Description

05 | © 2014

Interna

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Associa

tion

ry e erdisciplina Couracing g Adversity—An Int GRADES

K–2

IRA

Unit

, Katie Fa chinson es 6–8, Lacey Goble, Kyle Hut for Grad Walker Larsen

Wilson,

BRID

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In st th e ru ct io na En ga l gi ng Un its Cl as fo r sroo

the life of Sharryn mi Zornes the daily classroom and of life of that the nizers and Nao ended of the daily this hic orga of grap is recomm wledge and during kno ssar y re the use Ages. It ground Ages befo rge is nece make Middle build back face advethe knowled k, 1993) wlMiddle age to ) as teacher le of the background (Philbric nd kno g the cour k, 1993 be imlbric the peopstudy. This k the Mighty backgrou erstandin to finding (Phi This on ded ht in ses Mighty is inten to be taug unit of ions of Frea dle Ages. a deeper und gy used s. unit focu Freak the unit ge This as port to the Midents to gain the technolo knowled designedfor four week uses integrated rated and is sity and text. This reference allow stud as well as then use that d. es 6–8 days a weekgy are integ y is worl ry, can pracorar y central d in grad edge willieval histo ons five technolo ng Adversituse it Students contemp duced and n of plementeinute sessi ry and of med period. isitio : Faci ore beca to the intro s ns rage of acqu histo time onal expl the in 60-m ects of that e connectio and skill ul inAn omes t e. Cou ge SS; Nati them students to The outc & wha The subjout this to mak informationwill be usef dards (CClaPrac tices McRa e for up for as it of life.

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DOI studen t maxim tunate :10.1 598/ ly, brid ts are ize ges.7 008 disengs their | © 2014 aged Inter nati

ion Descript

How the N the Civil W atio ar Ch Concep n ange t-Orie d nted Re

Desc riptio n

ading Instru ction U nit

onal

Read

ing Asso

ciati

for Gra de

Understan ding Pow School er

Integration in the South and Fear (1954–1964) Hoch

Cristina Nagel and Mary

Description

This

unit, m Integration

Understan ding Powe studentsGRA in the South r and DES Fear: This unitin grades 9 throu(1954–1964), was desig School arts/literat could be imple gh 12, with ned for varyi cycles of ure or in histo mented in Engli ng abilities. lessons ry/social sh langu will be age organizedstudies cours as follow es. The s in order

6 –8

Unit Ove rview Week 1

2

7 Februar

Grouping Whole group

Small group

y 2014

Central Ideas Objectives Construction Expository of power text structures

Segregation and prejudi ce

Central idea

Citing textual evidence

to build stude in the South nts’ unde rstanding : of schoo • “Con l integration struction of Powe • “Segr r” egation and • “Imp act of Fear” Prejudice” • “Soci al Respo nsibility”

Teaching and Learnin Common Activities g Core State Standards and Students Goals Achiev Learning will themselves familiarize ed RI.9-10.2 Texts Used text structu with expository res.

RI.9-10.4 Claudette Colvin: RI.9-10.5 Toward Justice Twice Students RI.9-10.6 will Phillip Hoose by understand identify and RI.9-10 of informa common elemen ts RI.9-10 .1 tional textual evidenc text, cite .2 Brown v.

Board RI.9-10.4 reading strateg e, and apply Education: of ies.

The Case for Integra tion by J. Conaway

DOI:10.

1598/br

(continued) idges.70

03 | © 2014

Interna

tional Reading

Associa

tion

on

DOI:10.1598/brid

February 2014

IRA Bridges Instructional Units for the Engaging Classroom supplies quality literacy instruction across the K–12 curriculum and is free to all International Reading Association members.

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