The following staff made significant contributions to the development of the Waterford Public Schools K-5 English and Language Arts Curriculum:
Linda Brailey
Shannon Craddock
Sara Daniewicz
Kimberly Dempsey
Elissa Devito
Kerry Edwards
Jodi Forde
Heidi Gingerella
Diane Gordon
Gina Guetti
Katherine Hall
Tammie Hullivan
Amy Kupis
Whitney Logan
Kimberly Pegram
Kimberly Podeszwa
Michelle Pyka
Janelle Rei
Adreanne Swanson
Susan Tonucci
Deryn Winthrop
Great Neck Elementary School Teacher
Great Neck Elementary School Teacher
Great Neck Elementary School Teacher
Great Neck Elementary School Teacher
Quaker Hill Elementary School Teacher
Oswegatchie Elementary School Teacher
Great Neck Elementary School Teacher
Quaker Hill Elementary School Teacher
Quaker Hill Elementary School Teacher
Great Neck Elementary School Teacher
Great Neck Elementary School Teacher
Oswegatchie Elementary School Teacher
Quaker Hill Elementary School Teacher
Quaker Hill Elementary School Teacher
Oswegatchie Elementary School Teacher
District Elementary Literacy & Instructional Coach
Quaker Hill Elementary School Teacher
Great Neck Elementary School Teacher
Oswegatchie Elementary School Teacher
Great Neck Elementary School Teacher
District Elementary Literacy & Instructional Coach
Vision of the graduate
Our Vision of the Graduate aims to empower each student to be resilient, innovative, and develop a global perspective. Our Vision of the Graduate nurtures a community of lifelong learners equipped with critical thinking skills, compassion, and a drive for excellence, positioning them to flourish in a constantly evolving world.
Effective Communicators
Information Analysts
Critical Thinkers
Self-Directed Learners
Responsible Citizens
1A: Listen actively to understand information.
1B: Use an appropriate method of communication.
1C: Create a logical and evidence-based argument.
1D: Deliver a clear and effective presentation or performance.
2A: Use appropriate research tools to acquire information from a variety of sources.
2B: Evaluate different perspectives, biases, and levels of credibility.
2C: Analyze information gathered from research tools to demonstrate understanding.
3A: Make reasonable predictions of a real-world issue.
3B: Analyze data in order to justify a claim.
4A: Persevere through challenging situations with flexibility and resourcefulness.
4B: Recognize how thoughts, feelings, and actions affect achievement.
4C: Work independently towards achieving a meaningful goal.
5A: Demonstrate respect for all cultures, identities, and perspectives.
5B: Practice responsible digital citizenship.
Waterford Public Schools K-5 English Language Arts Literacy Vision Statement
We are committed to developing strategic, thoughtful, and self-directed readers, researchers, writers, speakers, and listeners. Students are challenged to ask questions and think analytically through their interaction with texts and one another. Students also explore the techniques authors use in both literature and informational texts to develop their own voice.
Therefore, our standards-based curriculum is designed to accomplish the following long-term goals that guide assessment and drive instructional practice.
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Our Instructional Approach
We are committed to delivering a challenging and engaging research-based literacy curriculum. Our goal is to create readers and writers who see themselves and their experiences reflected in the texts they explore and create.
● Learning to read: The goal of reading instruction is for students to understand what they read. For reading comprehension to occur, students need both decoding and word recognition skills along with language comprehension skills. Therefore, daily reading instruction is organized around the five pillars of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension.
● Learning to write: The goal of writing instruction is for students to communicate ideas effectively for a variety of situations, purposes, and audiences. Therefore, writing instruction is modeled and coached as a process where we focus on generating ideas, organization, word choice, voice, and conventions of writing.
● Learning to research: The goal of research is to integrate information from a variety of sources and evaluate bias and validity. Therefore, learning to research is a necessary skill to deepen inquiry and identify relevant information to support oral and/or written claims or solve problems.
Blocks of literacy instruction include explicit and systematic teaching, independent practice, and targeted small group instruction. Through daily practice of core literacy skills, students learn to be effective communicators.
SEPTEMBER-NOVEMBER (Module 1)
The Five Senses: Taste, Touch, Sight, Sound, Smell
THE FOCUS OF THE STORY
Tap shoes tapping, coconuts falling, beauty in unexpected places! Imagine that?! Come along as we build knowledge of the senses and use them to explore how authors and illustrators use words and pictures to tell a story. We enjoy the rhyme, rhythm and color of exciting stories as we learn to ask and answer questions and talk about the books we read.
LEARNING TARGETS
- I can listen with my senses.
- I can use pictures and text to learn new words.
- With help, I can ask and answer questions about a story using details from the words and pictures.
- I can identify key details and events.
- I can tell what the author wants to teach me (central message).
- I can use alphabet strips and what I know from Fundations when I use sentence frames to write what I think and say out loud. (characters, prompts).
- I can find details in a story and use them when I write/draw about reading (with help).
- I can take turns with others when I talk about books and follow the agreed-upon rules of discussion.
Kindergarten English Language Arts
NOVEMBER-JANUARY (Module 2)
Once Upon a Farm: Characters, Setting, Problems and Resolutions
America, Then and Now: School, Home, Travel, Communication JANUARY-MARCH (Module 3)
Warm bread baking, seasons changing, animals in the barnyard! Can you picture this?! Next, we visit the farm where we spend time with stories old and new to explore what makes a good story and how a writer writes one.
Have you ever wondered what life was like before you were born? Let’s step into the time machine and see what America was like long ago. By researching things of the past, we collect information, organize it, and present it to share with others.
- I can retell the main idea and details in an informational book.
- I can retell and describe the characters, setting, and major events in stories.
- I can retell and describe the characters, setting, and sequenced events, problem and resolution.
- I can act out parts of a story to show I understand.
- I can work with others to compare information and share my opinion about books.
- I can work with others to plan and write a narrative story with characters, setting, a few linked events, a problem, and resolution.
- I can write my own narrative story.
- I can make connections between two pieces of information in a text
- I can do research with others and present writing projects by reading texts on the same topic.
- I can write an informative/explanatory paragraph that compares information, gives the topic and information about it.
- I can find evidence from the text to answer questions and prompts.
- I can use the words I learn in the books when I write.
- I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
MARCH-JUNE (Module 4)
The Continents: Folktales, Maps, Cultural Artifacts
Ready, set, take-off to a new adventure! We will explore many different written and illustrated works to discover what makes the world so special. We work together to create a travel brochure to allow others to immerse themselves into our magnificent world.
- I can ask and answer questions about a book using details from the words and pictures.
- I can tell the point the author is making and find reasons to support it.
- I can draw, label, talk about, and write to answer questions & prompts and add details.
- I can engage in shared research and writing projects by exploring multiple texts on the same topic.
- I can write an opinion paragraph with help that names a topic, tells my opinion about that topic, a reason why, and ends with a conclusion sentence.
- I can use nouns, verbs, prepositions, and adjectives when I write.
- I can respond to questions and suggestions from others and add details to my writing.
THE FOCUS OF THE STORY
LEARNING TARGETS
THE FOCUS OF THE STORY
LEARNING TARGETS
THE FOCUS OF THE STORY
LEARNING TARGETS
Course Name: Kindergarten Reading Unit Title: The Five Sense Est. # of Lessons: 25-31 lessons
Unit Overview:
Tap shoes tapping, coconuts falling, beauty in unexpected places! Imagine that?! Come along as we build knowledge of the senses and use them to explore how authors and illustrators use words and pictures to tell a story. We will enjoy the rhyme, rhythm and color of exciting stories as we learn to ask and answer questions and talk about the books we read.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
Readers, Researchers, and Listeners
● RI.K.1 With prompting and support, ask and answer questions about key details in a text.
● RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
● RI.K.5 Identify the front cover, back cover, and title page of a book.
Writers and Speakers
● W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
● W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
● SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
● SL.K.1.b Continue a conversation through multiple exchanges.
● L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
● L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
● L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
MODULE:
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Understandings Essential Questions
● Our senses take in information and make us aware of the world around us.
MODULE:
● How do our senses help us learn?
Readers, Researchers, Listeners, Writers, and Speakers
Readers, Researchers, Listeners, Writers, and Speakers
● Authors use words, details, and illustrations to tell a story or present information.
Knowledge
● We have five senses: smell, taste, touch, hearing, and sight.
● Body parts and the five senses
● Rhyme and repetition within texts.
● Use of color and shape in visual art.
● What do good readers do?
● What’s happening in this story?
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my ideas?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can listen with my senses.
● I can use pictures and text to learn new words.
● I can ask and answer questions about books.
● I can identify the front cover, back cover, title page.
● With help, I can ask and answer questions about a story using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can identify key details and events.
● I can identify key details and the main topic.
● I can tell the difference between the words and illustrations in a text.
● I can tell what the author wants to teach me (central message).
● I can understand history in stories (with help).
● I can find rhyming/repeated words in books.
● I can act out parts of a story to show I understand.
● I can listen to others talk about books and follow agreed-upon rules of discussion.
Writers and Speakers
● I can use words and phrases I have heard when answering questions about books.
● I can use alphabet strips and what I know from Fundations when I use sentence frames to write what I think and say out loud. (characters, prompts).
● I can draw, talk about, and write to answer questions about books.
● I can find details in a story and use them when I write/draw about reading (with help).
● I can add details to my drawings about the story and label them.
● I can write sentences about stories using details from the text.
● I can retell a story with others.
● I can write about books with others.
● I can understand when to use prepositions.
● I can take turns with others when I talk about books and follow the agreed-upon rules of discussion.
Summative Assessment
● New-Read Assessment
● Vocabulary Assessment
● End-of-Module Task
○ Write an informative/explanatory book describing how the five senses help both you and a character from a text learn.
First Topic Question: What are our five senses?
Formative Assessment
● Fundations unit assessment
● Aimsweb assessments
● High Frequency Word List
● Write and draw to answer a question
● Concepts of Print assessment
● Focusing Question Tasks
STAGE 3: LEARNING PLAN
Second Topic Question: How do people use their senses to learn about the world?
Learning Targets:
Readers, Researchers, and Listeners
● I can identify the front cover, back cover, title page.
● I can ask and answer questions about books.
● I can listen with my senses.
● I can identify key details and the main topic.
● I can tell the difference between the words and illustrations in a text.
● I can tell what the author wants to teach me.
● I can use pictures and text to learn new words.
● I can listen to others talk about books.
Writers and Speakers
● I can find details in a story and use them when I talk/write/draw about reading (with help).
● I can use alphabet strips and what I know from Fundations when I use sentence frames to write what I think and say out loud.
● I can take turns with others when I talk about books.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 10 (Lessons 1-10)
MODULE:
● How do our senses help us learn?
Readers, Researchers, Listeners, Writers, and Speakers
● What do good readers do?
● What’s happening in this story?
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my ideas?
● Develop questions about the text using the Wonder Wheel and Question Corners routines to spark curiosity and begin to develop a critical reading lens.
● Label parts of the book (front cover, back cover, title page) to build awareness of concepts of print
● Draw noticings from the text to begin developing text based explanatory writing
● Orally construct complete sentences to learn how to respond to questions (use sentence frames to scaffold as needed)
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use a graphic organizer to collect evidence from text to answer questions
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Act out parts of the text to aid in identifying key details and enhance comprehension
● Examine parts of speech (adjectives) to build awareness of the purpose of descriptive words in making our speech and writing more interesting
● Analyze words and pictures to understand how the two work together in revealing details and meaning
● Use illustrations and words to reveal the important message of the text and begin to understand the concept of central message
● Annotate to build knowledge and record important facts and details from texts
● Use speaking and listening scaffolds to establish and practice protocols for discussions
● Identify and use repeated language to practice reading fluently
● Use scaffolds to identify the main topic and key details in sections of texts and enhance comprehension
Foundational Topics:
● Introducing lowercase letters and sounds
Resources:
● My Five Senses by Margaret Miller
● My Five Senses by Aliki
● Le Gourmet, Pablo Picasso
Third Topic Question: How does CJ use his senses to learn about the world in Last Stop on Market Street?
Learning Targets:
Readers, Researchers, and Listeners
● With help, I can ask and answer questions about a story using details from the words and pictures.
● I can listen with my senses.
● I can identify key details and events.
● I can tell the difference between the words and illustrations in a text.
● I can ask and answer questions about unknown words in the text.
● I can tell what the author wants to teach me.
● I can listen to others talk about books.
● I can describe the roles of the author and illustrator in telling the story.
Writers and Speakers
● I can draw, talk about, and write to answer questions about books.
● I can write sentences about stories using details from the text.
● I can add details to my drawings about the story and label them.
● I can find details in a story and use them when I write/draw about reading (with help).
● I can use alphabet strips and what I know from Fundations when I use sentence frames to write what I think and say out loud. (characters, prompts).
● I can take turns with others when I talk about books.
● I can retell a story with others.
Estimated # of Lessons: 6 (Lessons 11-16)
MODULE:
● How do our senses help us learn?
Readers, Researchers, Listeners, Writers, and Speakers
● What do good readers do?
● What’s happening in this story?
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my ideas?
● I can write about books with others.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Develop questions about the text using scaffolded routines to spark curiosity and develop a critical reading lens.
● Ask questions about unfamiliar words in the text to build understanding
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Collaborate with peers to grow and share ideas about texts
● Identify and use repeated language to practice reading fluently
● Examine a text’s words and pictures to demonstrate how authors and illustrators work together to give more information and help the reader better understand a story
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Act out parts of the text to aid in identifying key details, build vocabulary, and enhance comprehension
● Use a graphic organizer to collect evidence from a text to answer questions
● Use scaffolds to retell a story’s main events in the correct sequence
● Identify the parts of a complete sentence and use sentence frames to talk and/or write about the main character
● Use illustrations and words to reveal the important message of the text and begin to understand the concept of central message
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Use speaking and listening scaffolds to establish and practice protocols for discussions
Foundational Topics:
● Introducing lowercase letters and sounds
Resources:
- Last Stop on Market Street by Matt de la Pena
Fourth Topic Question: How do our senses help us learn from Chicka Chicka Boom Boom?
Learning Targets:
Readers, Researchers, and Listeners
● With help, I can ask and answer questions about a story using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can identify key details and events.
● I can tell what the author wants to teach me (central message).
● I can listen to others talk about books and follow agreed-upon rules of discussion.
● I can act out parts of the story to show I understand.
Writers and Speakers
● I can draw, talk about, and write to answer questions about books.
● I can add details to my drawings about the story and label them.
Estimated # of Lessons: 6 (Lessons 17-22)
MODULE:
● How do our senses help us learn?
Readers, Researchers, Listeners, Writers, and Speakers
● What do good readers do?
● What’s happening in this story?
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my ideas?
● I can find details in a story and use them when I write/draw about reading (with help).
● I can use alphabet strips and what I know from Fundations when I use sentence frames to write what I think and say out loud. (characters, prompts).
● I can take turns with others when I talk about books and follow the agreed-upon rules of discussion.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Develop questions about the text using scaffolded routines to spark curiosity and develop a critical reading lens.
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Collaborate with peers to grow and share ideas about texts
● Identify and use repeated language to practice reading fluently
● Analyze a text’s words and pictures to build comprehension
● Act out parts of the text to aid in identifying key details, build vocabulary, and enhance comprehension
● Label illustrations with letters (first sound) to develop the concept of sharing ideas through writing
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use illustrations and words to reveal the important message of the text and begin to understand the concept of central message
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Revisit their own drawings and illustrations about a text to add more details (labels) and learn the process of revision when writing
Foundational Topics:
● Introducing lowercase letters and sounds
Resources:
● Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert
● Flower Day, Diego Rivera
● Le Gourmet, Pablo Picasso
Fifth Topic Question: How do our senses help us learn from Rap a Tap Tap?
Learning Targets:
Readers, Researchers, and Listeners
● With help, I can ask and answer questions about a story using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can identify key details and events.
● I can understand history in stories (with help).
● I can find rhyming/repeated words in books.
● I can act out parts of a story to show I understand.
● I can listen to others talk about books and follow agreed-upon rules of discussion.
Writers and Speakers
Estimated # of Lessons: 6 (Lessons 23-28)
MODULE:
● How do our senses help us learn?
Readers, Researchers, Listeners, Writers, and Speakers
● What do good readers do?
● What’s happening in this story?
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my ideas?
● I can use words and phrases I have heard when answering questions about books.
● I can use alphabet strips and what I know from Fundations when I use sentence frames to write what I think and say out loud. (characters, prompts).
● I can draw, talk about, and write to answer questions about books.
● I can understand when to use prepositions.
● I can take turns with others when I talk about books and follow the agreed-upon rules of discussion.
Learning Activities:
Students with increased independence will…
● Develop questions about the text using scaffolded routines to spark curiosity and develop a critical reading lens
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Collaborate with peers to grow and share ideas about texts
● Identify and use repeated language to practice reading fluently
● Analyze a text’s words and pictures to build comprehension
● Label illustrations with letters (first sound) to develop the concept of sharing ideas through writing
● Act out parts of the text to aid in identifying key details, build vocabulary, and enhance comprehension
● Use a graphic organizer to collect evidence from a text to answer questions
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use illustrations and words to reveal the important message of the text and begin to understand the concept of central message
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Use speaking and listening scaffolds to establish and practice protocols for discussions
● Use historical resources (Great Depression) to build background knowledge and make connections among texts and topics
● Examine parts of speech (prepositions) to build awareness of the purpose of descriptive words in making our speech and writing more specific
● Identify and analyze rhyming patterns and repeated language to build an understanding of why an author uses certain words to relay meaning
● Sort module texts into storybooks and informational texts to gain awareness of different types of texts
● Use models and scaffolds (cut, glue, draw, sentence frames) to plan and develop an explanatory book that demonstrates content knowledge/understanding of a topic (The Five Senses)
● Use a guide or checklist to review and revise writing
Foundational Topics:
● Introducing lowercase letters and sounds
Resources:
● Rap a Tap Tap, Leo Dillon and Diane Dillon
Unit Overview:
Warm bread baking, seasons changing, animals in the barnyard! Can you picture this?! Next, we visit the farm where we spend time with stories old and new to explore what makes a good story and how a writer writes one.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
Readers, Researchers, and Listeners
● RL.K.2 With prompting and support, retell familiar stories, including key details.
● RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
● RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Writers and Speakers
● W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
● W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
● W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
● SL.K.6 Speak audibly and express thoughts,
● feelings, and ideas clearly.
● L.K.1.a Print many upper- and lowercase letters.
● L.K.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
● L.K.1.f Produce and expand complete sentences in shared language activities.
● L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
● L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
● L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
● L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Understandings
MODULE:
● Understanding the story elements helps readers to see the power of a story and helps writers create stories.
Readers, Researchers, and Listeners:
● Effective readers describe characters, setting, and major events, including problem and resolution to show understanding
● Effective readers can identify similarities and differences between characters in familiar stories.
Readers, Researchers, Listeners, Writers, and Speakers:
● Authors of narrative texts use their imaginations to tell fictional stories that entertain and teach us.
Knowledge
● Parts of a book to navigate a text with independence.
● How an author develops characters, settings and problems and resolutions.
● Story maps to organize information and produce written response
● New words and phrases to help understand the meaning of words
● How resources can be used to aid in our writing( i.e. alphabet charts, high frequency word charts and books).
● DIfference between storybooks and informational texts
● Differences among the seasons and how they affect life on the farm.
● Details about different farm animals, including how they help humans.
● Understand the elements that make up a narrative and how these elements work together to create a cohesive story.
Essential Questions
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading?
Readers, Researchers, Listeners, Writers, and Speakers:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can retell the main idea and details in an informational book.
● I can describe the characters, setting, and major events in stories.
● I can ask and answer questions about unknown words in the text.
● I can name when and where things are happening in books, videos, or art.
● I can retell and describe the characters, setting, and major events in stories.
● I can retell and describe the characters, setting, and sequenced events, problem and resolution.
● I can make connections and notice things about characters and settings in books, art, and songs.
● I can act out parts of a story to show I understand.
● I can gather evidence about a topic.
● I can make my voice sound different when I read out loud.
● I can think about and find evidence about a topic from a text.
● I can make my reading voice sound like my talking voice.
● I can tell what the author wants to teach me (central
message).
● I can listen to others talk about books and follow agreed-upon rules of discussion.
● I can work with others to compare information and share my opinion about books.
● I can listen to others talk about books.
Writers and Speakers
● I can understand what a complete sentence is.
● I can use alphabet strips and what I know from Fundations when I use sentence frames and/or write what I think and say out loud.
● I can use words and phrases I have heard when answering questions about books.
● I can write complete sentences and add more information to them.
● I can work with others to plan and write a narrative story with characters, setting, a few linked events, a problem, and resolution.
● I can draw, talk about, and write to answer questions about books.
● I can make my sentences longer when I add more information.
● I can use prepositions (e.g., to, from, in, out, on, off, for, of, by, with), nouns and verbs when I speak and write.
● I can write complete sentences and add more information to them.
● I can describe an important idea I learned.
● I can work with others to plan and rehearse a narrative story.
● I can write my own narrative story.
● I can use a checklist to help me write.
● I can speak strongly when I talk about books and follow the agreed-upon rules of discussion.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment Formative Assessment
● New-Read Assessment
● Vocabulary Assessment
● End-of-Module Task
○ Write an original narrative set on Maple Hill Farm featuring one farm animal you have learned about in this module.
● Fundations unit assessment
● Aimsweb assessments
● High Frequency Word List
● Write and draw to answer a question
● Concepts of Print assessment
● Focusing Question Tasks
First Topic Focus Question: What is true about real farm Estimated # of Lessons: 6 (Lessons 1-6)
STAGE 3: LEARNING PLAN
animals?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can tell the main idea and details in an informational book.
● I can describe the characters, setting, and major events in stories.
● I can ask and answer questions about unknown words in the text.
● I can act out parts of a story to show I understand.
● I can gather evidence about a topic.
● I can make my voice sound different when I read out loud.
● I can tell what the author wants to teach me (central message).
● I can listen to others talk about books and follow agreed-upon rules of discussion.
Writers and Speakers
● I can understand what a complete sentence is.
● I can use alphabet strips and what I know from Fundations when I use sentence frames and/or write what I think and say out loud.
● I can use words and phrases I have heard when answering questions about books.
● I can draw, talk about, and write to answer questions about books.
● I can speak strongly when I talk about books and follow the agreed-upon rules of discussion.
Learning Activities for Reading and Writing:
Students with increased independence will…
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading? Readers, Researchers, Listeners, Writers, and Speakers:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
● Notice and wonder to develop curiosity and connection with texts
● Collaborate with peers to grow and share ideas about texts
● Ask and answer questions orally and in writing, to develop an understanding of story elements and deepen comprehension
● Examine parts of speech (verbs) to build awareness of their purpose in making our speech and writing more interesting
● Act out parts of the text to aid in identifying key details, build vocabulary, and enhance comprehension
● Use repeated language to practice reading fluently and with expression (strong voice)
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Use models and scaffolds to identify a main topic and supporting details in a text
● Analyze illustrations in a text to build knowledge on a topic
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
Foundational Topics:
● Reading VC and CVC words
● Uppercase letter formation
● Introducing lowercase letters and sounds
Resources:
● Farm Animals, Wade Cooper
● The Year at Maple Hill Farm, Alice and Martin Provensen
● The Little Red Hen, Jerry Pinkney
● The Three Billy Goats Gruff, Paul Galdone
● Three Little Pigs, Adaptation, Raina Moore; Illustrations, Thea Kliros
Second Topic Focus Question: How do authors create settings?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can retell the main idea and details in an informational book.
● I can describe the characters, setting, and major events in stories.
● I can name when and where things are happening in books, videos, or art.
● I can ask and answer questions about unknown words in the text.
● I can think about and find evidence about a topic from a text.
● I can make my reading voice sound like my talking voice.
● I can tell what the author/artist wants me to learn. (central message).
● I can act out parts of a book to show I understand.
● I can listen to others talk about books and follow agreed-upon rules of discussion.
Writers and Speakers
● I can understand what a complete sentence is.
● I can use alphabet strips and what I know from Fundations when I use sentence frames and/or write what I think and say out loud.
● I can use words and phrases I have heard when answering questions about books.
● I can draw, talk about, and write to answer questions about books.
● I can speak strongly when I talk about books and follow the agreed-upon rules of discussion.
● I can make my sentences longer when I add more information.
Estimated # of Lessons: 6 (Lessons 7-12)
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading? Readers, Researchers, Listeners, Writers, and Speakers:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
● I can use prepositions (e.g., to, from, in, out, on, off, for, of, by, with), nouns and verbs when I speak and write.
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to develop curiosity and connection with texts
● Collaborate with peers to grow and share ideas about texts
● Ask and answer questions orally and in writing, to develop an understanding of story elements and deepen comprehension
● Read and/or recite familiar text to develop oral reading fluency skills
● Annotate (draw, label, write) to build knowledge, record important facts or details, and answer questions about texts
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Use models and scaffolds to identify a main topic and supporting details in a text
● Analyze settings from different texts or multimedia to build background knowledge on a topic
● Use illustrations and details from a text to identify and explain a central message
● Dramatize different parts of a text to develop fluency and demonstrate comprehension
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Reading VC and CVC words
● Uppercase letter formation
● Introducing lowercase letters and sounds
Resources:
● “The Seasons Song” video
● The Year at Maple Hill Farm, Alice and Martin Provensen
● The Cornell Farm, Edward Hicks
Third Topic Focusing Question: How do authors create characters?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can retell and describe the characters, setting, and major events in stories.
● I can ask and answer questions about unknown words in the text.
● I can think about and find details about characters and setting.
● I can tell what the author/artist wants me to learn. (central message).
● I can act out parts of a book to show I understand.
● I can listen to others talk about books.
Estimated # of Lessons: 5 (Lessons 13-17)
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading?
Readers, Researchers, Listeners, Writers, and Speakers:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
● I can make connections and notice things about characters and settings in books, art, and songs. Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I use sentence frames and/or write what I think and say out loud.
● I can draw, talk about, and write to answer questions about books.
● I can speak strongly when I talk about books and follow the agreed-upon rules of discussion.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to develop curiosity and connection with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Ask and answer questions orally and in writing, to develop an understanding of story elements and deepen comprehension
● Dramatize different parts of a text to develop fluency and demonstrate knowledge of story elements (characters/character traits)
● Use a story map to identify and describe the characters and settings in a story
● Use illustrations and details from a text to identify and explain a central message
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Reading VC and CVC words
● Uppercase letter formation
Resources:
● “Old MacDonald Had a Farm” song
● Three Little Pigs, Adaptation, Raina Moore; Illustrations, Thea Kliros
● American Gothic, Grant Wood
Fourth Topic Focusing Question: How do authors create problems and resolutions?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can retell and describe the characters, setting, and major events in stories.
● I can retell the story problem, how characters respond to the problem, and how the problem gets solved.
● I can ask and answer questions about unknown words in the text.
Estimated # of Lessons: 5 (Lessons 18-23)
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading?
Readers, Researchers, Listeners, Writers, and Speakers:
● I can tell what the author/artist wants me to learn. (central message).
● I can make connections and notice things about characters and settings in books, art, and songs.
● I can make my reading voice sound like my talking voice.
● I can act out parts of a book to show I understand.
● I can listen to others talk about books.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, talk about, and write to answer questions about books.
● I can write complete sentences and add more information to them.
● I can work with others to plan and write a narrative story with characters, setting, a few linked events, a problem, and resolution.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing: Students with increased independence:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
● Notice and wonder to develop curiosity and connection with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use speaking and listening protocols to engage in discussions
● Ask and answer questions orally and in writing, to develop an understanding of story elements and deepen comprehension
● Read and/or recite familiar text to develop oral reading fluency skills
● Dramatize different parts of a text to demonstrate knowledge of story elements
● Use context clues and scaffolds to learn the meaning of unknown words in a text, including words with multiple meanings
● Use a story map to identify and describe the characters, settings, problem, and resolution in a story
● Use scaffolds to retell a story in the correct sequence
● Use illustrations and details from a text to identify and explain a central message
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing
● Use a writing organizer to collaboratively plan the characters, setting, problem, and solution for a shared narrative story
Foundational Topics:
● Reading VC and CVC words
● Uppercase letter formation
Resources:
● “Morning is Come” poem
● The Little Red Hen, Jerry Pinkney
● The Year at Maple Hill Farm, Alice and Martin Provensen
● Three Little Pigs, Adaptation, Raina Moore; Illustrations, Thea Kliros
● “Making Bread” video
Fifth Topic Focusing Question: How do authors sequence events?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the story elements.
● I can retell and describe the characters, setting, and sequenced events, problem and resolution.
● I can ask and answer questions about unknown words in the text.
● I can tell what the author wants me to learn. (central message).
● I can tell what is the same and different about characters in different books.
● I can make my reading voice sound like my talking voice.
● I can act out parts of a book to show I understand.
● I can listen to others talk about books.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, talk about, and write to answer questions about books.
● I can write complete sentences and add more information to them.
● I can work with others to plan and write a narrative story with characters, setting, a few linked events, a problem, and resolution.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing:
Students with increased independence will:
Estimated # of Lessons: 5 (Lessons 24-28)
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading?
Readers, Researchers, Listeners, Writers, and Speakers:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
● Notice and wonder to develop curiosity and connection with texts
● Collaborate with peers to grow and share ideas about texts
● Ask and answer questions, orally and in writing, to demonstrate an understanding of story elements
● Use scaffolds to retell a story in the correct sequence
● Use a story map to identify and describe the characters, settings, problem, and resolution in a story
● Use context clues and scaffolds to learn the meaning of unknown words in a text, including words with multiple meanings
● Dramatize different parts of a text to demonstrate knowledge of story elements
● Use illustrations and details from a text to identify and explain a central message
● Gather and record evidence to compare and contrast similar characters from different stories (Troll vs. Wolf)
● Use a writing organizer to collaboratively plan and write a response to a problem in a shared narrative story
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing
Foundational Topics:
● Reading VC and CVC words
● Uppercase letter formation
Resources:
● The Three Billy Goats Gruff, Paul Galdone
● Farm Animals, Wade Cooper
● Three Little Pigs, Adaptation, Raina Moore; Illustrations, Thea Kliros
Sixth Topic Focusing Question: What makes a good story? Estimated # of Lessons: 4 (Lesson 29-32)
Learning Targets:
Readers, Researchers, and Listeners
● I can retell and describe the characters, setting, and sequenced events, problem and resolution.
● I can tell what is the same and different about story elements in different books.
● I can work with others to compare information and share my opinion about books.
● I can listen to others talk about books.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, talk about, and write to answer questions about books.
● I can write complete sentences and add more information to them.
● I can describe an important idea I learned.
● I can work with others to plan and rehearse a narrative story.
● I can write my own narrative story.
● I can use a checklist to help me write.
● I can speak with a strong voice and express thoughts, feelings, and ideas about texts clearly.
Learning Activities for Reading and Writing:
Students with increased independence will:
MODULE:
● What makes a good story?
Readers, Researchers, and Listeners:
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What’s happening in the beginning, middle, and end of the story?
● What are my strategies for reading this text?
● What do I think and feel about what I am reading? Readers, Researchers, Listeners, Writers, and Speakers:
● How do authors and illustrators use details to add meaning?
● How can I show and share my ideas?
● Collaborate with peers to grow and share ideas about texts
● Use speaking and listening protocols to engage in discussions about the story elements of familiar stories
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing
● Use writing scaffolds to develop a story that includes all narrative story elements in the correct sequence
● Use a checklist to review and evaluate writing
Foundational Topics:
● Reading VC and CVC words
● Uppercase letter formation
Resources:
● Farm Animals, Wade Cooper
● The Year at Maple Hill Farm, Alice and Martin Provensen
● The Little Red Hen, Jerry Pinkney
● The Three Billy Goats Gruff, Paul Galdone
● Three Little Pigs, Adaptation, Raina Moore; Illustrations, Thea Kliros
Course Name: Kindergarten ELA Unit Title: America, Then and Now Est. # of Lessons: 25 - 30
Unit Overview:
Have you ever wondered what life was like before you were born? Let’s step into the time machine and see what America was like long ago. By researching things of the past, we will collect information, organize it, and present it to share with others.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
● RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Writers and Speakers
● W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
● W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
● W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
● SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
● SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
● L.K.1.B Use frequently occurring nouns and verbs.
● L.K.1.C Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
● L.K.2.A Capitalize the first word in a sentence and the pronoun.
MODULE:
Understandings
● Life in America has changed over time because of inventions and innovations in how we live, move from place to place and communicate.
Readers, Researchers, Listeners, Writers and Speakers
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Essential Questions
MODULE: How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect
● Authors of informational texts teach us information about real life through their books. the way I read?
● What are my strategies for reading this text? Writers and Speakers
● What am I learning about my research topic? How can I show and share my ideas?
Knowledge
● Understand the difference between the past and the present.
● Identify how aspects of life in America specifically, home life, school life, transportation, and communication have changed.
● Describe key details about how the topics of home, school, transportation, and communication have changed over time.
● Understand how a main topic or topic statement is supported by key details.
● Modes of transportation and communication in America have changed over time.
● Inventions make life easier and help people do things in new ways.
● Informational texts have main topics supported by key details that tell readers more about a topic.
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can make connections between two pieces of information in a text.
● I can ask and answer questions about unknown words in the text.
● I can retell the main topic and details in an informational book with help.
● I can tell what the author wants me to learn. (central message).
● I can show the difference between past and present.
● I can make connections about my life and books.
● I can listen to others read and talk about books.
● I can act out parts of books to show I understand what I read.
● I can describe the roles of the author and illustrator in telling the story .
● I can listen during group reading activities with purpose and understanding.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can find evidence from the text to answer questions and prompts.
● I can write complete sentences and add more information to them.
● I can use nouns, verbs, and prepositions when I write.
● I can write a conclusion sentence.
● I can engage in shared research and writing projects by exploring multiple texts on the same topic.
● I can write an informative/explanatory paragraph that compares information, gives the topic and information about it.
● I can do research with others and present writing projects by reading texts on the same topic.
● I can find evidence from the text to answer questions and prompts.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can use the words I learn in the books when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● New-Read Assessment
● Vocabulary Assessment
● End-of-Module Task
○ Choosing from one of the following topics changes at home, changes at school, changes in transportation, or changes in communication create an informative poster to explain how the topic has changed in America over time. Present your poster to the class, using drawings to provide additional detail.
Formative Assessment
● Fundations unit assessment
● Aimsweb assessments
● High Frequency Word List
● Write and draw to answer a question
● Concepts of Print assessment
● Focusing Question Tasks
STAGE 3: LEARNING PLAN
First Topic Focus Question: How was Cynthia Rylant’s life different from your life?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can retell and describe the characters, setting, and major events in stories.
● I can tell the main topic and details of a text.
● I can tell what the author/artist wants me to learn. (central message).
● I can act out parts of books to show I understand what I read.
● I can describe the roles of the author and illustrator in telling the story.
● I can make connections about my life and books.
● I can listen to others talk about books.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions about books.
Estimated # of Lessons: 6 (Lessons 1-6)
Essential Questions: MODULE:
How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text? Writers and Speakers
● How can I show and share my ideas?
● I can write complete sentences and add more information to them.
● I can find evidence from the text to answer questions about what I read.
● I can use nouns, verbs, prepositions, and adjectives when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to develop curiosity and connection with texts or artwork
● Collaborate with peers to grow and share ideas about texts or artwork
● Ask and answer text-related questions questions, orally and in writing, to demonstrate comprehension
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Annotate (draw, label, write) to build knowledge, record important facts or details, and answer questions about texts
● Use scaffolds to retell a story in the correct sequence
● Use illustrations and details from a text to identify and explain a central message
● Dramatize different parts of a text to develop fluency and demonstrate comprehension
● Make connections between self, author, and/or illustrator to develop an awareness of a text’s purpose
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Writing and Reading CVC words
● Distinguishing long and short vowels
Resources:
● “Old Hand Water Pump” song
● “Now We Are Six” song
● Communication Then and Now, Robin Nelson
● Home Then and Now, Robin Nelson
● Now & Ben: The Modern Inventions of Benjamin Franklin, Gene Barretta
● School Then and Now, Robin Nelson
● Transportation Then and Now, Robin Nelson
● When I Was Young in the Mountains, Cynthia Rylant
● The Little House, Virginia Lee Burton
Second Topic Focus Question: How has life at home and at school changed in America?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
Estimated # of Lessons: 5 (Lessons 7-11)
MODULE: How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● I can show the difference between past and present.
● I can tell the main topic and details in an informational book with help.
● I can make connections about my life and books.
● I can listen to others read and talk about books.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions or prompts.
● I can find evidence from the text to answer questions and prompts.
● I can write an informative/explanatory paragraph that compares information.
● I can use the words I learn in the books when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing: Students with increased independence will…
● What are my strategies for reading this text? Writers and Speakers
● How can I show and share my ideas?
● Notice and wonder to develop curiosity and connection with texts
● Collaborate with peers to grow and share ideas about texts
● Ask and answer text-related questions questions, orally and in writing, to demonstrate comprehension
● Identify and use repeated language to practice reading fluently and build vocabulary
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Annotate (draw, label, write) to build knowledge, record important facts or details, and answer questions about texts
● Compare and contrast information presented in texts/illustrations to build knowledge of the past and present
● Use models and scaffolds to identify a main topic and supporting details in a text
● Analyze photographs or illustrations in a text to build knowledge and make connections
● Use a writing organizer to collaboratively gather evidence and plan an informative paragraph
● Use models and scaffolds to write an informational paragraph highlighting similarities and differences
● Make connections between self, author, and/or illustrator to develop an awareness of a text’s purpose
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Writing and Reading CVC words
● Distinguishing long and short vowels
Resources:
● “You’re a Grand Old Flag” song
● “Betsy Ross and the America Flag: Flag Picture Gallery” photograph
● Home Then and Now, Robin Nelson
● School Then and Now, Robin Nelson
Third Topic Focus Question: What changes does the Little House see in her neighborhood?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books and art.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can describe the characters, setting, and major events in stories.
● I can tell the main topic and details of a text.
● I can tell what the author/artists want me to learn. (central message).
● I can make connections between two pieces of information in a text.
● I can listen during group reading activities with purpose and understanding.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions or prompts.
● I can find evidence from the text to answer questions and prompts.
● I can write an informative/explanatory paragraph with a topic sentence.
● I can use the words I learn in the books when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 5 (Lessons 12-17)
MODULE:
How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text?
Writers and Speakers
● How can I show and share my ideas?
● Notice and wonder to develop curiosity and connection with texts or artwork
● Collaborate with peers to grow and share ideas about texts or artwork
● Use speaking and listening protocols to engage in discussions
● Ask and answer text-related questions questions, orally and in writing, to demonstrate comprehension
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Use manipulatives to retell a story using key details and vocabulary from the text.
● Use a graphic organizer to identify and track various settings within a story
● Use illustrations and details from a text to identify and explain a central message
● Use models and scaffolds to create a topic sentence and detail sentences for an informational paragraph
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Writing and Reading CVC words
● Distinguishing long and short vowels
Resources:
● “Then & Now: The Stunning Speed of Urban Development,” S.A. Rogers
● The Little House, Virginia Lee Burton
● Washington Crossing the Delaware, Emanuel Leutze Painting
Fourth Topic Focus Question: How have transportation and communication changed in America?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can show the difference between past and present.
● I can tell the main topic and details in an informational book with help.
● I can make connections between two pieces of information in a text
● I can listen during group reading activities with purpose and understanding.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
● I can write an informative/explanatory paragraph that compares information, gives the topic and information about it.
● I can write a conclusion sentence.
● I can use the words I learn in the books when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 4 (Lessons 18-21)
MODULE: How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text?
Writers and Speakers
● How can I show and share my ideas?
● Notice and wonder to develop curiosity and connection with texts
● Collaborate with peers to grow and share ideas about texts
● Ask and answer text-related questions questions, orally and in writing, to demonstrate comprehension
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Annotate (draw, label, write) to build knowledge, record important facts or details, and answer questions about texts
● Compare and contrast information presented in texts/illustrations to build knowledge of the past and present
● Use models and scaffolds to identify a main topic and supporting details in a text
● Analyze photographs or illustrations in a text to build knowledge and make connections
● Use a writing organizer to collaboratively gather evidence and plan an informative paragraph
● Use models and scaffolds to create a conclusion sentence for an informative paragraph
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Writing and Reading CVC words
● Distinguishing long and short vowels
Resources:
● Transportation Then and Now, Robin Nelson
● Communication Then and Now, Robin Nelson
● “Engine on the Track” (nursery rhyme)
Fifth Topic Focus Question: How did Benjamin Franklin’s inventions make life in America easier?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can retell the main topic and details in an informational book with help.
● I can tell what the author wants me to learn. (central message).
● I can make connections between two pieces of information in a text
● I can listen during group reading activities with purpose and understanding.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
● I can write an informative/explanatory paragraph that compares information, gives the topic and information about it.
Estimated # of Lessons: 5 (Lessons 22-26)
MODULE: How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text? Writers and Speakers
● What am I learning about my research topic? How can I show and share my ideas?
● I can write a conclusion sentence.
● I can use the words I learn in the books when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
● I can engage in shared research and writing projects by exploring multiple texts on the same topic.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to develop curiosity and connection with texts
● Collaborate with peers to grow and share ideas about texts
● Ask and answer text-related questions questions, orally and in writing, to demonstrate comprehension
● Use text evidence and context clues to understand key vocabulary or unfamiliar words
● Identify and use repeated language to practice reading fluently and build vocabulary
● Annotate (draw, label, write) to build knowledge, record important facts or details, and answer questions about texts
● Compare and contrast information presented in texts/illustrations to build knowledge of the past and present
● Use models and scaffolds to identify a main topic and supporting details in a text
● Use illustrations and details from a text to identify and explain a central message
● Analyze photographs or illustrations in a text to build knowledge and make connections
● Use drawings and writing to develop and elaborate supporting details for an informative paragraph
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
Foundational Topics:
● Writing and Reading CVC words
● Distinguishing long and short vowels
Resources:
● “This Land Is Your Land,” Woody Guthrie Poem
● Now & Ben: The Modern Inventions of Benjamin Franklin, Gene Barretta
● “Sounds of a Glass Armonica,” Toronto Star Video
Sixth Topic Focus Question: How has life in America changed over time?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can make connections between two pieces of information in a text
● I can listen during group reading activities with purpose and understanding.
Writers and Speakers
Estimated # of Lessons: 4
MODULE:
How has life in America changed over time?
Readers, Researchers, and Listeners
● What do good readers do?
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text?
Writers and Speakers
● What am I learning about my research topic? How can I show and share my ideas?
● I can write an informative/explanatory paragraph that compares information, gives the topic and information about it.
● I can do research with others and present writing projects by reading texts on the same topic.
● I can find evidence from the text to answer questions and prompts.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can use the words I learn in the books when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Collaborate with peers to grow and share ideas about texts
● Use speaking and listening protocols to engage in discussions
● Identify and use repeated language to practice reading fluently and build vocabulary
● Use a writing planner to gather and record evidence from multiple sources in preparation for an informative presentation on a topic
● Use a writing planner to collaboratively plan, develop, and present an informative poster that includes evidence in both illustrations and writing
● Use drawings and writing to develop and elaborate supporting details for an informative paragraph
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
● Use a guide or checklist to review and revise writing
Foundational Topics:
● Writing and Reading CVC words
● Distinguishing long and short vowels
Resources:
● Communication Then and Now, Robin Nelson
● Home Then and Now, Robin Nelson
● Now & Ben: The Modern Inventions of Benjamin Franklin, Gene Barretta
● School Then and Now, Robin Nelson
● Transportation Then and Now, Robin Nelson
● When I Was Young in the Mountains, Cynthia Rylant
● The Little House, Virginia Lee Burton
Course Name: Kindergarten ELA
Unit Overview:
Title: The Continents
# of Lessons: 30-36 lessons
Ready, set, take-off to a new adventure! We will explore many different written and illustrated works to discover what makes the world so special. We will work together to create a travel brochure to allow others to immerse themselves into our magnificent world.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.K.4 Ask and answer questions about unknown words in a text.
● RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
● RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
● RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
● RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
● RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
● L.K.1.f Produce and expand complete sentences in shared language activities.
● L.K.2.a Capitalize the first word in a sentence and the pronoun
● L.K.2.b Recognize and name end punctuation.
● L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
● L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-,ful, -less) as a clue to the meaning of an unknown word.
● L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
● L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Writers and Speakers
● W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g. My favorite book is...).
● W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
● W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
● SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
● SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Understandings
MODULE: Stories can transport readers to another place to provide a window into another culture through language and illustrations.
Readers, Researchers, and Listeners:
● Effective readers identify common types of texts (poems, stories, informational text) to see patterns in language and structure.
● Effective readers identify similarities and differences between texts on the same topic to build knowledge.
● Words and pictures in texts enhance understanding and communicate important information.
Writers and Speakers:
● Collecting and reflecting upon information allows a person to make and support an informed opinion with reasons.
Knowledge
●
● Identify the seven continents.
● Describe the different natural features, things to do, and animals on each continent.
● Demonstrate understanding of maps and their purpose.
Essential Questions
MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can tell the difference between story books, information books, and poems.
● Understand how illustrations, photographs, and words in a text communicate important information.
● The world is a large place with diverse people and places.
● Each continent is characterized by its own animals, natural features, and things to do.
● Maps and photographs can visually transport viewers to different locations around the world.
● I can ask and answer questions about unknown words in the text.
● I can use text features to help me understand the main topic and details.
● I can tell what the author wants me to learn. (central message).
● I can tell the point the author is making and find reasons to support it.
● I can identify similarities and differences between two texts on the same topic.
● I can read with my talking voice.
● I can retell and describe the characters, setting, and major events in stories.
● I can tell the main topic and details of a text.
● I can act out parts of books to show I understand what I read.
● I can listen to others talk about books.
● I can engage in shared research and writing projects by exploring multiple texts on the same topic.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
● I can answer different kinds of opinion questions with a written opinion statement to tell what I think about a topic.
● I can name a topic and state an opinion about that topic.
● I can use the words I learn in the books when I write.
● I can write complete sentences and add more information to them when others give me suggestions.
● I can use nouns, verbs, prepositions, and adjectives when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
● I can write an opinion paragraph with help (framework) that names a topic, tells my opinion about that topic, a reason why, and ends with a conclusion sentence.
● I can respond to questions and suggestions from others and add details to my writing.
● I can respond to questions and suggestions from a peer and add detail based on feedback.
● I can follow speaking and listening rules during discussions.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● New-Read Assessment
● Vocabulary Assessment
● End-of-Module Task
○ Part 1: Use knowledge of various text types to sort each module text into one of the following categories: informational text or storybook.
○ Part 2: Choosing from one of the following continents Asia, Africa, Antarctica, Europe, Australia, and South America create a travel brochure to explain why someone should visit that continent.
Formative Assessment
● Fundations unit assessment
● Aimsweb assessments
● High Frequency Word List
● Write and draw to answer a question
● Concepts of Print assessment
● Focusing Question Tasks
STAGE 3: LEARNING PLAN
First Topic Focusing Question: What interesting things can people do in Europe and Asia?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can tell the difference between story books, information books, and poems.
● I can notice science words in the text.
● I can ask and answer questions about unknown words in the text.
● I can use text features to help me understand the main topic and details.
● I can tell what the author wants me to learn. (central message).
● I can tell the point the author is making and find details to support it.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
Estimated # of Lessons: 8 (Lessons 1-8)
Essential Questions: MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
● I can answer different kinds of opinion questions with a written opinion statement to tell what I think about a topic.
● I can use the words I learn in the books when I write.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts, photographs, and illustrations
● Collaborate with peers to grow and share ideas about texts, photographs, and illustrations
● Identify unknown words in a text and use context clues to determine their meaning to deepen understanding (including multiple meaning words)
● Examine maps, atlases, and images of earth from space to build background knowledge
● Identify and sort scientific vocabulary to clarify understanding of key terms (land/water)
● Read and/or recite familiar text to develop oral reading fluency skills
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Identify and analyze important text features (headings, table of contents, photographs, etc.) to locate information in a text and enhance comprehension
● Use models and scaffolds to identify a main topic and supporting details in a text or parts of a text
● Analyze photographs or illustrations in a text to build knowledge on a topic
● Use knowledge of main topic and supporting details to reveal the central message of an informational text
● Use models and scaffolds to identify the elements of an opinion paragraph and set a purpose for writing
● Use models and scaffolds to develop an opinion statement and support it with reasons and evidence
● Identify key details in an informational text to support a point an author is trying to make
● Compare two texts on the same topic to identify similar details and/or information
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing or speaking
Foundational Topics:
● Introducing Digraphs
● Practicing sentence structure
Resources :
Earth from Space by Stockli, Reto
“The Seven Continent Songs” by Silly School Songs
“Where in the World is Carmen Sandiego?” From Smithsonian Folkways
Asia by Rebecca Hirsch
Europe by Rebecca Hirsch
“Traditional Chinese Dance- Flowers Contend in Beauty”
The Story of Ferdinand by Munro Leaf
When I was Young in the Mountains Cynthia Rylant
“Explore Views of the Burj Khalifa with Google Maps”
World Atlas Nick Crane
Second Topic Focus Question: What interesting natural features can people see in Africa and Antartica?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
Estimated # of Lessons: 7 (Lessons 9-15)
Essential Questions: MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● I can ask and answer questions about a book using details from the words and pictures.
● I can tell the difference between story books, information books, and poems.
● I can ask and answer questions about unknown words in the text.
● I can use text features to help me understand the main topic and details.
● I can tell what the author wants me to learn. (central message).
● I can tell the point the author is making and find reasons to support it.
● I can identify similarities and differences between two texts on the same topic.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
● I can answer different kinds of opinion questions with a written opinion statement to tell what I think about a topic.
● I can name a topic and state an opinion about that topic.
● I can use the words I learn in the books when I write.
Learning Activities for Reading and Writing:
Students with increased independence will…
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
● Notice and wonder to grow curiosity and make connections with texts, photographs, and illustrations
● Collaborate with peers to grow and share ideas about texts, photographs, and illustrations
● Identify unknown words in a text and use context clues to determine their meaning to deepen understanding (including multiple meaning words)
● Read and/or recite familiar text to develop oral reading fluency skills
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Identify and analyze important text features to locate information in a text and enhance comprehension
● Use models and scaffolds to identify a main topic and supporting details in a text or parts of a text
● Analyze photographs or illustrations in a text to build knowledge on a topic
● Use knowledge of main topic and supporting details to reveal the central message of an informational text
● Use models and scaffolds to identify the elements of an opinion paragraph and set a purpose for writing
● Use models and scaffolds to develop an opinion statement and support it with reasons and evidence
● Identify key details in an informational text to support a point an author is trying to make
● Compare two texts on the same topic to identify similar details and/or information
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing or speaking
Foundational Topics:
● Introducing Digraphs
● Practicing sentence structure
Resources:
“Antarctica Sight and Sounds”,By James Napoli “Where in the World is Carmen Sandiego?” from Smithsonian Folkways
Africa by Rebecca Hirsch
Antarctica by Rebecca Hirsch
“Penguin Song” Preschool Education
“Storm- Proofing the World’s Biggest Mud Building”, BBC Earth “5 Reasons Why Animal Moms are Awesome” by April Capochino Myers
World Atlas Nick Crane
Third Topic Focus Question: How can a story transport you to a different place?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about the books I read.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can read with my talking voice.
● I can retell and describe the characters, setting, and major events in stories.
● I can tell the main topic and details of a text.
● I can tell what the author/artist wants me to learn. (central message).
● I can act out parts of books to show I understand what I read.
● I can listen to others talk about books.
● With help, I can ask and answer questions about unknown words in a text.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions about books.
● I can write complete sentences and add more information to them when others give me suggestions.
● I can find evidence from the text to answer questions about what I read.
● I can use nouns, verbs, prepositions, and adjectives when I write.
● I can speak with a strong voice and express thoughts, feelings, and ideas clearly.
Estimated # of Lessons: 6 (Lessons 16-21)
Essential Questions: MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and illustrations to determine the meaning of unknown words in a text (including multiple meaning words)
● Read and/or recite familiar text to develop oral reading fluency skills
● Use illustrations and knowledge of story elements to explain important events in a story
● Use illustrations and details from a text to identify and explain a central message
● Gather and record evidence from words and illustrations to describe characters in a story
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing or speaking
● Use teacher and peer feedback to review and revise writing
Foundational Topics:
● Introducing Digraphs
● Practicing sentence structure
Resources:
Why Mosquitos Buzz in People’s Ears: A West African Tale by Verna Aardem Canta Marina, Olaus Magnus “Lions Roar” Can Teach “Burkina Faso: Music,” Our Africa Earth from Space, Stockli, Reto World Atlas, Nick Crane
Fourth Topic Focus Question: What amazing animals can people see in South America and Australia?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can use text features to help me understand the main topic and details.
● I can read with a talking voice.
● I can identify similarities and differences between two texts on the same topic. Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
Estimated # of Lessons: 6 (Lessons 22-27)
Essential Questions: MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
● I can use the words I learn in the books when I write.
● I can respond to questions and suggestions from others and add details to my writing.
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts, photographs, and illustrations
● Collaborate with peers to grow and share ideas about texts, photographs, and illustrations
● Use context clues and illustrations to determine the meaning of unknown words in a text (including multiple meaning words)
● Read and/or recite familiar text to develop oral reading fluency skills
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Identify and analyze important text features to locate information in a text and enhance comprehension
● Use models and scaffolds to identify a main topic and supporting details in a text or parts of a text
● Analyze photographs or illustrations in a text to build knowledge on a topic
● Compare two texts on the same topic to identify similar or different details/information
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing or speaking
● Use teacher and peer feedback to review and revise writing
Foundational Topics:
● Introducing Digraphs
● Practicing sentence structure
Resources:
● Moon Rope, Lois Ehlert
● Australia, Rebecca Hirsch
● South America, Rebecca Hirsch
● World Atlas, Nick Crane; Illustrations, David Dean
● Earth from Space, Stöckli, Reto, et al.
● “Patterns of Chinchero ” Descendants of the Incas
● “Moles,” DK Find Out!
● “Americas Fact Files,” Go Wild
● “Where in the World Is Carmen Sandiego? from Smithsonian Folkways,” Smithsonian Folkways
Fifth Topic Focus Question: Why might people want to visit North America?
Learning Targets: Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
● I can ask and answer questions about unknown words in the text.
● I can use text features to help me understand the main topic and details.
● I can read with a talking voice.
Estimated # of Lessons: 4 (Lessons 28-31)
Essential Questions: MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
● I can identify similarities and differences between two texts on the same topic.
● I can engage in shared research and writing projects by exploring multiple texts on the same topic.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can find evidence from the text to answer questions and prompts.
● I can answer different kinds of opinion questions with a written opinion statement to tell what I think about a topic.
● I can write an opinion paragraph with help (framework) that names a topic, tells my opinion about that topic, a reason why, and ends with a conclusion sentence.
● I can use the words I learn in the books when I write.
● I can respond to questions and suggestions from a peer and add detail based on feedback.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts, photographs, and illustrations
● Collaborate with peers to grow and share ideas about texts, photographs, and illustrations
● Use context clues and illustrations to determine the meaning of unknown words in a text (including multiple meaning words)
● Read and/or recite familiar text to develop oral reading fluency skills
● Annotate to build knowledge, record important facts or details, and answer questions about texts
● Identify and analyze important text features to locate information in a text and enhance comprehension
● Use text features to identify a main topic and supporting details in a text or parts of a text
● Analyze photographs or illustrations in a text to build knowledge on a topic
● Compare two texts on the same topic to identify similar or different details/information
● Use models and scaffolds to identify the elements of an opinion paragraph and set a purpose for writing
● Use models and scaffolds to develop an opinion paragraph (letter) that includes an opinion statement, reasons/evidence, and a conclusion
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing or speaking
● Use teacher and peer feedback to review and revise writing
Foundational Topics:
● Introducing Digraphs
● Practicing sentence structure
Resources:
● “What is life?” Crowfoot
● Introducing North America, Chris Oxlade
● World Atlas, Nick Crane; Illustrations, David Dean
● “Where in the World Is Carmen Sandiego? from Smithsonian Folkways,” Smithsonian Folkways
● “Grand Canyon Scenic Splendor,” National Park Service
Sixth Topic Focus Question: What makes the world fascinating?
Seventh Topic Focus Question: What is the story of the year?
Learning Targets:
Readers, Researchers, and Listeners
● I can notice and wonder about books, illustrations, and photos.
● I can ask and answer questions about a book using details from the words and pictures.
Writers and Speakers
● I can use alphabet strips and what I know from Fundations when I write what I think and say out loud.
● I can draw, label, talk about, and write to answer questions & prompts and add details.
● I can write an opinion paragraph with help (framework) that names a topic, tells my opinion about that topic, a reason why, and ends with a conclusion sentence.
● I can find evidence from the text to answer questions and prompts.
● I can use the words I learn in the books when I write.
● I can respond to questions and suggestions from a peer and add detail based on feedback.
● I can follow speaking and listening rules during discussions.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 4 (Lessons 32-36)
Essential Questions: MODULE: What makes the world fascinating?
Readers, Researchers, and Listeners:
● What do good readers do?
● What are my strategies for reading this text?
● What type of text is this and what is this text about?
Writers and Speakers:
● How can I show and share my ideas?
● Collaborate with peers to grow and share ideas about texts, photographs, and illustrations
● Use speaking and listening protocols to engage in discussions
● Use a writing planner to gather, sort, and record evidence from multiple sources in preparation for an opinion writing project (travel brochure)
● Use the opinion writing framework to plan and develop a four page travel brochure that includes evidence in both illustrations and writing
● Use knowledge of foundational skills and complete sentences to talk and/or write about a text
● Use knowledge of parts of speech (nouns, verbs, prepositions, adjectives) to develop and elaborate when writing sentences
● Use a guide or checklist to review and revise writing
● Use teacher and peer feedback to review and revise writing
Foundational Topics:
● Introducing Digraphs
● Practicing sentence structure
Resources:
● Africa, Rebecca Hirsch
● Antarctica, Rebecca Hirsch
● Asia, Rebecca Hirsch
● Australia, Rebecca Hirsch
● Europe, Rebecca Hirsch
● Introducing North America, Chris Oxlade
● South America, Rebecca Hirsch
● World Atlas, Nick Crane; Illustrations, David Dean
● Moon Rope, Lois Ehlert
● The Story of Ferdinand, Munro Leaf; Illustrations, Robert Lawson
● Why Mosquitoes Buzz in People’s Ears: A West African Tale, Verna Aardema; Illustrations, Leo and Diane Dillon
SEPTEMBER-NOVEMBER (Module 1)
A World of Books
THE FOCUS OF THE STORY
We travel to different parts of the world where we read about how librarians change people’s lives. As we read the stories, we talk and write about how books help us learn about new places and people.
LEARNING TARGETS
- I can ask and answer questions about a story.
- I can use illustrations and text features to learn more about a topic.
- I can describe characters, settings, and events in a story.
- I can describe how characters’ feelings change.
- I can tell the problem in a story and how it is solved.
- I can write a sentence that has a subject and a verb.
- I can write more details in my sentences (or add to drawings).
- I can talk with others to tell what I think and know from books.
- I can retell a story out loud and in writing.
- I can find and fix mistakes in my writing.
Grade 1 English Language Arts
NOVEMBER-JANUARY (Module 2)
Creature Features
Next, we continue our journey to explore the ocean, rainforest, and jungle - and the creatures who live there. We read and write about our favorite creatures and describe their fascinating features.
LEARNING TARGETS
- I can identify the main topic and retell key details in a text.
- I can use text features to locate key facts or information in a text.
- I can compare two pieces of information about animals from different sources (video/book).
- I can research a topic when I watch a video or read a text.
- I can choose evidence that explains my opinion.
- I can use illustrations and details in a text to explain the topic.
- I can write a topic statement.
- I can write an informative paragraph.
- I can use digital tools to produce a writing piece.
JANUARY-MARCH (Module 3)
Powerful Forces
Let's journey on gentle breezes and through raging storms to explore how wind impacts our world. We study characters, learn new words, and write stories to understand emotions as another powerful force.
LEARNING TARGETS
- I can use words and phrases that relate to senses and emotions.
- I can choose evidence that explains the central message to show how I know.
- I can retell stories naming the characters, setting, events, and problem/resolution.
- I can retell a story using a timeline.
- I can write narrative stories with two events that include a beginning and end.
- I can write a problem and resolution for a narrative story and use sensory and feeling words to explain it (include a plan).
- I can use time order words in my narrative writing.
- I can include details about what happened in the narrative story and add adjectives to describe story elements..
MARCH-JUNE (Module 4)
Cinderella Stories
Finally, we travel around the world to study stories about Cinderellas from different cultures. We read and write about this admirable character and the battle over good and evil.
LEARNING TARGETS
- I can ask and answer questions about art and stories.
- I can identify which character is telling the story at various points in a text.
- I can describe characters, settings, and major events, problems/resolution using key details.
- I can name a character’s traits based upon what I know and think about the character’s actions.
- I can compare and contrast the adventures and experiences of the characters in stories.
- I can select text evidence to support an opinion in response to a prompt.
- I can write an opinion paragraph by introducing the topic, stating my opinion, giving a reason for my opinion, and providing a conclusion.
45
THE FOCUS OF THE STORY
THE FOCUS OF THE STORY
THE FOCUS OF THE STORY
Unit Overview:
We travel to different parts of the world where we read about how librarians change people’s lives. As we read the stories, we talk and write about how books help us learn about new places and people.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RF.1.1 Demonstrate understanding of the organization and basic features of print.
● RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
● .RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
● RL.1.1 Ask and answer questions about key details in a text.
● RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Writers and Speakers
● W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details, use temporal words and provide some sense of closure.
● W.1.5 With guidance and support from adults add details to strengthen writing as needed.
● RSL.1.1a Follow agreed upon rules for discussion, listening with others with care, speaking one at a time about topics and texts under discussion.
● RL.1.2b Use end punctuation for sentences
Understandings
MODULE:
● Reading books helps people everywhere build knowledge.
READING/WRITING:
● Authors use words, details, and illustrations to tell a story or present information.
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
MODULE:
Essential Questions
● How do books change lives around the world?
READING:
● What do good readers do?
● What’s happening in this story?
READING/WRITING:
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my thoughts about what I have read?
Knowledge
● How people in different places get books from around the world
● Appreciate the people who dedicate their lives to helping others access books for example librarians, book stores
● Elements of a story and how those elements contribute to the joy of reading
● How do I create new adventures for a character?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can ask and answer questions about a story.
● I can learn new words in books.
● I can use illustrations and text features to learn more about a topic.
● I can listen to others tell me what they think and know about books.
● I can retell stories (with details).
● I can describe characters, settings, and events in a story.
● I can describe how characters’ feelings change
● I can notice how books are like real-life.
● I can tell the problem in a story and how it is solved. Writers and Speakers
● I can work with others to take notes about what I read and learn.
● I can write a sentence that has a subject and a verb.
● I can write more details in my sentences (or add to drawings).
● I can write more than one sentence when I answer questions about books.
● I can talk with others to tell what I think and know from books.
● I can retell a story out loud and in writing (using sentence frames/drawings/or story maps).
● I can act out stories.
● I can write more with my teacher’s help.
● I can find and fix mistakes in my writing.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Write a narrative about how books change a character’s life.
Vocabulary Assessment
First Topic: How do library books change life for Tomas?
Formative Assessment
● Fundations unit assessment - CVC words with digraphs, bonus letters, and glued sounds.
● Use decodable text to assess oral reading fluency. (for example, Geodes, UFLI, Fundations fluency.)
● High Frequency Word List
● Practice sentence writing including capitalization, nouns and verbs.
● Write and draw to retell using a story map.
STAGE 3: LEARNING PLAN
Estimated # of Lessons: 10-12 (Lessons 1-12)
Second Topic: How does the Biblioburro change life for Ana?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about a story.
● I can retell stories (with details).
● I can describe characters, settings, and events in a story.
● I can learn new words in books.
● I can use the pictures to tell more about what happens in a story.
● I can notice how books are like real-life.
● I can tell the problem in a story and how it is solved.
● I can talk about what is the same and different about the characters in two stories.
Writers and Speakers
● I can retell a story in writing/drawing (using sentence frames).
● I can write a complete thought in a sentence.
● I can practice reading like I talk.
● I can act out stories.
● I can write more with my teacher’s help.
● I can find and fix mistakes in my writing.
Learning Activities for Reading and Writing: Students with increased independence will…
Essential Questions: MODULE:
● How do books change lives around the world? READING:
● What do good readers do?
● What’s happening in this story? READING/WRITING:
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my thoughts about what I have read?
● How do I create new adventures for a character?
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Retell a story orally to demonstrate an understanding of story elements and enhance comprehension
● Retell a story using writing and drawings to demonstrate an understanding of story elements
● Read and/or dramatize passages from each book to develop fluency
● Read and annotate to compare characters from two stories
● Use context clues and scaffolds to learn the meaning of unknown words in a text
● Use models and scaffolds to identify and write complete sentences
● Use scaffolds and teacher feedback to edit and revise writing
Foundational Topics:
● CVC word
● Short vowel sounds
● Digraphs
● Bonus letter - f, l, s and z
● Glued together sounds- an, am, all
● Capitalization and Punctuation in sentences
Resources:
Wit and Wisdom Module 1 Manual lessons 1-12
Fundations Units 1-6
Geodes Unit 1 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
Museum ABC, The Metropolitan Museum of Art Tomás and the Library Lady, Pat Mora Waiting for the Biblioburro, Monica Brown
Supplemental Materials
Video: CNN Heroes : Teaching kids to read from the back of a burro
Video: Pack horse librarian
Small group/ learning centers:
● Geodes Unit 1 Module 1 Sets 1-4
● Decodable texts
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
● Narrative Writing
Third Topic: How do people around the world get books?
Fourth Topic: How does the packhorse librarian change life for Cal?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a story.
● I can learn new words in books.
● I can use illustrations and text features to learn more about a topic.
● I can listen to others tell me what they think and know about books.
● I can retell stories (with details).
● I can describe characters, settings, and events in a story.
● I can describe how characters’ feelings change
● I can notice how books are like real-life.
● I can tell the problem in a story and how it is solved.
Writers and Speakers
● I can work with others to take notes about what I read and learn.
● I can write a sentence that has a subject and a verb.
● I can write more details in my sentences (or add to drawings).
Estimated # of Lessons: 10-12 (Lessons 13-22)
Essential Questions: MODULE:
● How do books change lives around the world? READING:
● What do good readers do?
● What’s happening in this story? READING/WRITING:
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my thoughts about what I have read?
● How do I create new adventures for a character?
● I can write more than one sentence when I answer questions about books.
● I can talk with others to tell what I think and know from books.
● I can retell a story out loud and in writing (using sentence frames/drawings/or story maps).
● I can act out stories.
● I can write more with my teacher’s help.
● I can find and fix mistakes in my writing.
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and scaffolds to learn the meaning of unknown words in a text
● Use illustrations and text features (maps, photographs, headers, captions) to identify and communicate key details from a text
● Use sentence frames to begin to take notes on a topic
● Use appropriate parts of speech to write and/or expand complete sentences
● Use knowledge of complete sentences to begin to develop simple paragraphs
● Use scaffolds and teacher feedback to edit and revise writing
● Use discussion scaffolds to develop speaking and listening skills (respond to what others say)
● Retell a story orally to demonstrate an understanding of story elements and enhance comprehension
● Read and/or dramatize passages from each book to develop fluency.
● Retell a story using writing and drawings to demonstrate an understanding of story elements
● Use a feelings chart to analyze how the main character’s feelings change.
Foundational Topics:
● CVC word
● Short vowel sounds
● Digraphs
● Bonus letter-f,l.s.and z
● Glued together sounds- an, am, all
● Capitalization and Punctuation in sentences
● Phonemic Awareness
Resources:
Wit and Wisdom Module 1 Lessons 13-22 Museum ABC, The Metropolitan Museum of Art My Librarian is a Camel, Margriet Ruurs That Book Woman, Heather Henson
Small group/ learning centers
● Geodes Unit 1 Module 1 Sets 1-4
● Decodable texts
● Raz Kids digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
● Digital reading platform for fluency and comprehension
● Notice and Wonder Activities (maybe include a world map) My Librarian is a Camel
● Sentence Writing/ Reading Center using sentence frames
Fifth Topic: How can books change my life?
Sixth Topic: How do books change lives around the world?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can use clues in the story to help me read.
● I can use illustrations and text features to learn more about a topic.
● I can retell stories in order of events using time words (first, next, then, last).
● I can describe characters, settings, and events in a story.
● I can tell the problem in a story and how it is solved.
● I can identify who is speaking at different times in the story.
● I can explain what the author wants me to learn (central message).
● I can listen to others tell me what they think and know about books.
Writers and Speakers
● I can work with others to take notes about what I read and learn.
● I can write a sentence that has a subject and a verb.
● I can write more details in my sentences (or add to drawings).
● I can write more than one sentence when I answer questions about books.
● I can agree or disagree with others to tell what I think and know from books.
● I can retell a narrative story in order. (in writing using sequence words).
● I can act out stories.
● I can write more with my teacher’s help.
● I can find and fix mistakes in my writing.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 10-12 (Lessons 23-32)
Essential Questions: MODULE:
● How do books change lives around the world? READING:
● What do good readers do?
● What’s happening in this story? READING/WRITING:
● How do authors and illustrators use details to show and share ideas?
● How do I show and share my thoughts about what I have read?
● How do I create new adventures for a character?
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and scaffolds to learn the meaning of unknown words in a text
● Use time order words to retell a story in sequence (orally & writing/drawing) and demonstrate an understanding of the beginning, middle, and ending events
● Dramatize different parts of a story to develop fluency and demonstrate comprehension
● Use illustrations and details from a story to identify and explain a central message
● Use discussion scaffolds to develop speaking and listening skills
● Examine the elements an author includes in a narrative story to set a purpose for writing
● Use a character’s life experience and knowledge of story elements to plan and develop a narrative
● Use a scaffold, guide, and/or checklist to plan, develop, review, and revise writing
● Use teacher and peer feedback to edit and revise writing
Foundational Topics:
● CVC word
● Short vowel sounds
● Digraphs
● Bonus letter-f,l.s.and z
● Glued together sounds- an, am, all
● Capitalization and Punctuation in sentences
● Phonemic Awareness
Resources:
Wit and Wisdom Module 1 Manual lessons 23-32 Museum ABC, The Metropolitan Museum of Art Green Eggs and Ham, Dr. Seuss Tomás and the Library Lady, Pat Mora Waiting for the Biblioburro, Monica Brown My Librarian is a Camel, Margriet Ruurs That Book Woman, Heather Henson
Small Group/ Learning Centers:
● Geodes Unit 1 Module 1 Sets 1-4
● Decodable text
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
Unit Overview:
Next, we continue our journey to explore the ocean, rainforest, and jungle - and the creatures who live there. We read and write about our favorite creatures and describe their fascinating features.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
Readers, Researchers, and Listeners
● RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
● RI.1.2 Identify the main topic and retell key details of the text.
● RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
● RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
● RI.1.7 Use the illustrations and details in a text to describe the key ideas
● RI.1.8 Identify reasons the author gives to support points in a text.
Writers and Speakers
● W.1.2 Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.
● W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
● W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
● W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Understandings
MODULE:
● Animals have diverse characteristics and features that help them survive and thrive in their habitats.
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it)
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Essential Questions
MODULE: What can we discover about animals’ unique features?
READING
● Effective readers analyze texts in various formats to build knowledge.
READING/WRITING
● Authors use words, details, and illustrations to tell a story or present information.
Knowledge
● People observe animals and discover new things about them.
● People describe similarities and differences among diverse animal species, citing details about features of their bodies and behaviors.
● People explain how animals defend themselves and how people should act around animals to keep themselves and the animals safe.
● People can learn about what makes animals similar and different from one another by observing and describing animal features.
● Animal experts describe animals in books, pictures, and videos to help us learn about the natural world and how animals survive.
READING/RESEARCH:
● What do I notice about this text? How does it affect the way I read?
● How do I research to learn more about a topic?
● What are my strategies for reading this text?
WRITING:
● How can I show and share my ideas?
● How do I show and share my information about my research topic?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can retell key details of a text.
● I can describe the story elements of characters, settings, and events in a story.
● I can tell the problem in a story and how it is solved.
● I can explain what the author wants me to learn (central message).
● I can explain what the author thinks and give examples of why.
● I can find the meaning of important words and phrases with clues from the author.
● I can identify the main topic and retell key details in a text.
● I can use illustrations and details in a text to explain the topic.
● I can make connections between different parts of the text.
● I can use text features to locate key facts or information in a text.
● I can think about the meaning of important words and phrases that the author uses to teach me about a topic (figurative language/similes).
● I can compare two pieces of information about animals from different sources (video/book).
● I can identify the reasons (evidence) an author gives to support points in a text.
● I can research a topic when I watch a video or read a text.
● I can choose evidence that explains my opinion.
Writers and Speakers
● I can work with a peer to collect evidence for an informative paragraph.
● I can write a topic statement (using an organizer).
● I can write details about a topic statement (using an organizer).
● I can add definitions and details to my informative writing.
● I can write an informative paragraph (using a writing organizer for topic statement, details, conclusion).
● I can use digital tools to produce a writing piece.
● I can respond to what others say and share what I think and know.
● I can write a letter to share my opinion, using an organizer.
● I can record my evidence by writing sentences.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Write an informative paragraph about an animal’s unique features and incorporate text features (labels, diagram, word size).
● New-Read Assessment
● Vocabulary Assessment
First Topic: What lessons can we learn through stories about animals? (Fables)
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can retell key details of a text.
● I can describe the story elements of characters, settings, and events in a story.
● I can tell the problem in a story and how it is solved.
● I can explain what the author wants me to learn (central message).
● I can explain what the author thinks and give examples of why.
● I can find the meaning of important words and phrases with clues from the author.
Writers and Speakers
● I can work with others to take notes about what I read and learn.
● I can explain what I learn when I read (lesson in a fable).
Formative Assessment
● Fundations unit assessment -glued sounds, consonant blends, digraph blends.
● Use decodable text to assess oral reading fluency. (for example, Geodes, UFLI, Fundations fluency.)
● High Frequency Word List
● Practice sentence writing including capitalization, nouns and verbs.
● Write and draw to demonstrate an understanding of a new topic.
● Respond to others in a socratic seminar.
Essential Questions: MODULE:
● What can we discover about animals’ unique features?
READING/RESEARCH:
● What do I notice about this text? How does it affect the way I read?
● How do I research to learn more about a topic?
● What are my strategies for reading this text?
WRITING:
● How can I show and share my ideas?
● How do I show and share my information about my research topic?
STAGE 3: LEARNING PLAN
Estimated # of Lessons: 7-9 (Lessons 1-9)
● I can write details about a topic statement (using an organizer).
● I can write an informative paragraph using a writing organizer.
● I can agree or disagree with others to tell what I think and know from books.
● I can act out stories.
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Analyze words and phrases an author uses to build vocabulary and deepen comprehension
● Use a story map to retell a story and demonstrate an understanding of the characters, setting, problem, and resolution
● Use models and scaffolds to understand the structure of an informative paragraph (TIC sandwich chart) and set a purpose for writing
● Analyze a character actions in a story to reveal the lessons they learn
● Read and annotate to gather evidence that supports a lesson a character learns
● Use a writing organizer to develop an informative paragraph that explains a lesson in a story
● Dramatize different parts of a story to develop fluency and demonstrate comprehension
Foundational Topics:
● Glued sounds
● Consonant blends
● Digraph blends
Resources:
Wit and Wisdom Manuel 2 Lessons 1-9
Fundations Units 7-8
Geodes Module 2 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
The Hare & the Tortoise, Aesop’s Fables
The Ants & the Grasshopper, Aesop’s Fables Seven Blind Mice, Ed Young
Supplemental Materials:
Pygmy Sea Horses: Masters of Camouflage
Digitalpublishing resources: Seesaw, BookCreator
Small group/ learning centers
● Geodes Unit 1 Module 2 Sets 1-4
● Decodable texts
● Raz Kids digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
● Digital reading platform for fluency and comprehension
Second Topic: How did Jane Goodall make discoveries about animals?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can find the meaning of important words and phrases with clues from the author.
● I can retell key details of a text.
● I can describe the story elements of characters, settings, and events in a story.
● I can tell the problem in a story and how it is solved.
● I can explain what the author wants me to learn (central message).
● I can explain what the author thinks (points) and give examples of why.
● I can find the meaning of important words and phrases with clues from the author.
● I can identify the main topic and retell key details in a text.
● I can use illustrations and details in a text to explain the topic.
● I can make connections between different parts of the text.
Writers and Speakers
● I can write a topic statement (using an organizer).
● I can write details about a topic statement (using an organizer).
● I can write an informative paragraph (using a writing organizer).
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 4-6 (Lessons 10-14)
Essential Questions: MODULE:
● What can we discover about animals’ unique features?
READING/RESEARCH:
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text?
WRITING:
● How can I show and share my ideas?
● How do I show and share my information about my research topic?
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and scaffolds to learn the meaning of unknown words in a text
● Use models and scaffolds to identify a main topic and supporting details in a text or parts of a text
● Analyze photographs or illustrations in a text to build knowledge on a topic
● Use knowledge of main topic and supporting details to reveal the central message of an informational text
● Read and annotate to find evidence to support the central message in an informational text
● Use models and scaffolds to identify and develop a topic statement for an informative paragraph
● Use models and scaffolds to plan and write an informative paragraph that includes a topic statement, two or more details, and a conclusion
Foundational Topics:
● Glued sounds
● Consonant blends
● Digraph blends
Resources:
Wit and Wisdom Manuel 2 Lessons 10-14
Fundations Units 7-8
Geodes Module 2 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
Me… Jane by Patrick McDonnell
Small group/ learning centers resources:
● Geodes Unit 1 Module 2 Sets 1-4
● Decodable text
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
●
Third Topic: How do seahorses use their unique features?
Fourth Topic: How do animals use the same feature in different ways?
Fifth Topic: How do animals use their unique features in unexpected ways?
Sixth Topic: What can we discover about animals’ unique features?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can find the meaning of important words and phrases with clues from the author.
● I can use illustrations and details in a text to understand and explain the topic.
● I can identify the main topic and retell key details in a text.
● I can use text features to locate key facts or information in a text.
● I can think about the meaning of important words and phrases that the author uses to teach me about a topic (figurative language/similes).
● I can listen to what others say about what they think and know.
● I can compare two pieces of information about animals from different sources (video/book).
● I can explain what the author or artist wants me to learn (author’s point/central message/essential
Estimated # of Lessons: 17-20 (Lessons 15-36)
Essential Questions: MODULE:
● What can we discover about animals’ unique features?
READING/RESEARCH:
● What do I notice about this text? How does it affect the way I read?
● What are my strategies for reading this text?
WRITING:
● How can I show and share my ideas?
● How do I show and share my information about my research topic?
message).
● I can identify the reasons (evidence) an author gives to support points in a text.
● I can research a topic when I watch a video or read a text.
● I can choose evidence that explains my opinion. Writers and Speakers
● I can work with a peer to collect evidence for an informative paragraph.
● I can write a topic statement (using an organizer).
● I can write details about a topic statement (using an organizer).
● I can add definitions and details to my informative writing.
● I can write an informative paragraph (using a writing organizer for topic statement, details, conclusion).
● I can use digital tools to produce a writing piece.
● I can respond to what others say and share what I think and know.
● I can write a letter to share my opinion, using an organizer.
● I can record my evidence by writing sentences.
Learning Activities for Reading and Writing: Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and scaffolds to learn the meaning of unknown words in a text
● Use models and scaffolds to identify a main topic and supporting details in a text or parts of a text (Button and Box Strategy Link)
● Analyze photographs or illustrations in a text to build knowledge on a topic
● Identify and analyze important text features (index, text size, text location, text box, text shape, bold print, label) to locate information and deepen comprehension
● Analyze words and phrases an author uses (similes) to imagine and make meaning from descriptions
● Compare information from different sources on the same topic to make connections, identify similarities/differences, and gather new evidence
● Use discussion scaffolds to share knowledge and ideas about a topic
● Analyze an informational text to determine a specific point an author is trying to make (author’s opinion on the topic)
● Identify key details in an informational text to support the point an author is trying to make
● Use knowledge of main topic and supporting details to reveal the central message of an informational text
● Use an evidence organizer to gather and select the best information to include in an informative paragraph
● Use models and scaffolds to plan and write an informative paragraph that includes a topic statement, two or more details, and a conclusion
● Use a digital bookmaking tool to craft an informative paragraph that teaches others about a topic
● Examine the structure and format of a letter to set a purpose for writing
● Use a writing planner to develop a persuasive letter that includes information or evidence gained from reading
● Use a guide or checklist to review and revise writing
● Use teacher and peer feedback to edit and revise writing
Foundational Topics:
● Glued sounds
● Consonant blends
● Digraph blends
Resources:
Wit and Wisdom Manuel 2 Lessons 15-36
Fundations Units 7-8
Geodes Module 2 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
Sea Horse : The Shyest Fish in the Sea by Chris Butterworth, John Lawerence
What Do You Do With A Tail Like This? by Steve Jenkins and Robin Page Never Smile at a Monkey by Steve Jenkins
Small group/ learning centers resources:
● Geodes Unit 1 Module 2 Sets 1-4
● Decodable text
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
Unit Overview:
Let's journey on gentle breezes and through raging storms to explore how wind impacts our world. We study characters, learn new words, and write stories to understand emotions as another powerful force.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
Readers, Researchers, and Listeners
● RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
● RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
● RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
● RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
● RI.1.9 Identify basic similarities in and differences between two texts on the same topic.
Writers and Speakers
● W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Understandings
MODULE:
● People experience different emotions in reaction to the same event.
READING:
● Effective readers identify similarities and differences between texts on the same topic to build knowledge.
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Essential Questions
MODULE:
● How do people respond to the powerful force of the wind?
READING/RESEARCH:
● What do good readers do?
● What’s happening in this story?
● How do I research to learn more about a topic?
● How do emotions affect the way people react?
READING/WRITING:
● Authors use descriptive words to communicate feelings and sensory perceptions.
● Authors of informational texts teach us about real life through their books.
● Authors of narrative texts use their imaginations to tell fictional stories that entertain and teach us.
Knowledge
● Wind force varies in intensity.
● People experience a range of feelings, including joy, anger, fear, jealousy, guilt, boredom, and sadness.
● Wind is a form of energy.
● Forces like wind can be strong or gentle.
● People respond differently to the force of the wind.
● People use the wind to help them.
WRITING:
● How do I use descriptive words to communicate?
● How do I communicate my thoughts and ideas about what I have read?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can explain the differences between books that tell stories and books that give information.
● I can explain the difference between information provided by pictures and information provided by words in a text.
● I can use words and phrases that relate to senses and emotions.
● I can name the characters, settings, and events in a story.
● I can tell the big idea that the author wanted me to learn (central message).
● I can choose evidence that explains the central message to show how I know.
● I can retell stories naming the characters, setting, events, and problem/resolution.
● I can retell a story using a timeline.
● I can compare events in a story.
● I can listen to what others say about what they think and know.
Writers and Speakers
● I can write narrative stories with two events that include a beginning and end.
● I can write a problem and resolution for a narrative story and use sensory and feeling words to explain it (include a plan).
● I can use time order words in my narrative writing.
● I can include details about what happened in the narrative story and add adjectives to describe story elements..
● I can act out stories.
● I can respond to what others say and share what
I think and know.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Create a story about how a character responds to the powerful force of the wind on a windy day. (Story elements, sensory and feeling words, words that show order of events.)
● Vocabulary Assessment
● New-Read Assessment
Formative Assessment
● Fundations unit assessment -closed syllables with short vowels, five sound words, VCVe syllable words. (V=vowel/C=consonant/e=silent e)
● Use decodable text to assess oral reading fluency. (for example, Geodes, UFLI, Fundations fluency.)
● High Frequency Word List
● Write narratives that include story elements.
● Respond to others in a socratic seminar.
STAGE 3: LEARNING PLAN
First Topic: How is wind a powerful source?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can make predictions about stories.
● I can identify the main topic and key details in a text.
● I can read about a topic across many texts.
● I can find the meaning of important words and phrases with clues from the author.
● I can explain what is the same and different between two texts on the same topic.
● I can explain the differences between books that tell stories and books that give information.
● I can learn from illustrations and text, which can have information that is the same and different.
● I can decide what information is important to remember.
● I can gather evidence from a few sources when I research.
● I can tell the essential meaning/central message and find evidence from the text to prove it.
Writers and Speakers
Estimated # of Lessons: 6-8 lessons (Lessons 1-7)
Essential Questions: MODULE:
● How do people respond to the powerful force of the wind?
READING/RESEARCH:
● What do good readers do?
● What’s happening in this story?
● How do I research to learn more about a topic?
WRITING:
● How do I use descriptive words to communicate?
● How do I communicate my thoughts and ideas about what I have read?
● I can write an informative paragraph (using a writing organizer for topic statement, details, conclusion).
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use vocabulary to develop knowledge and define multiple meanings for words
● Use models and scaffolds to identify a main topic and supporting details in a text or parts of a text
● Compare texts to identify similarities/differences and determine which are relevant sources for research
● Use writing organizers to gather evidence and key details from multiple sources in preparation for a research-based writing task
● Use knowledge of main topic and supporting details to identify the central message of an informational text
● Use writing scaffolds to develop an informative paragraph that answers a research question
Foundational Topics :
Closed syllable with short vowels
5 sound Words
VCVe syllable Words
Resources:
Wit and Wisdom Manual Module 3 Lessons 1-7
Fundations Units 9-11
Geodes Module 3 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
Feel the Wind, Arthur Dorros
Brave Irene, William Steig Owl at Home, “The Guest,” Arnold Lobel
Gilberto and the Wind, Marie Hall Ets
The Boy Who Harnessed the Wind, William Kamkwamba and Bryan Mealer Feelings, Aliki
Additional Resources:
The Wind Poem
Windmill Artwork #1
Windmill Artwork #2
Windmill Artwork #3
Soaring Bird Video
Hurricanes National Geographic
Small group/ learning centers resources:
● Geodes Unit 1 Module 3 sets 1-4
● Decodable text
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
Second Topic: What are Feelings?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can explain the differences between books that tell stories and books that give information.
● I can explain the difference between information provided by pictures and information provided by words in a text.
● I can use words and phrases that relate to senses and emotions.
● I can name the characters, settings, and events in a story.
● I can tell the big idea that the author wanted me to learn (central message).
● I can choose evidence that explains the central message to show how I know.
● I can retell stories naming the characters, setting, events, and problem/resolution.
● I can retell a story using a timeline.
● I can compare events in a story.
● I can listen to what others say about what they think and know. Writers and Speakers
● I can write narrative stories with two events that include a beginning and end.
● I can write a problem and resolution for a narrative story and use sensory and feeling words to explain it (include a plan).
● I can use time order words in my narrative writing.
● I can include details about what happened in the narrative story and add adjectives to describe story elements..
● I can act out stories.
Estimated # of Lessons: 4-6 (Lessons 8-12)
Essential Questions: MODULE:
● How do people respond to the powerful force of the wind?
READING/RESEARCH:
● What do good readers do?
● What’s happening in this story?
● How do emotions affect the way people react?
WRITING:
● How do I use descriptive words to communicate?
● How do I communicate my thoughts and ideas about what I have read?
● I can respond to what others say and share what I think and know.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and illustrations to learn the meaning of unknown words in a text
● Analyze a text to determine a specific point an author is trying to make
● Identify key details in a text to support the point an author is trying to make
● Examine narrative structure to review story elements and set a purpose for writing (problem/resolution)
● Analyze details about characters to determine how they feel at different points in a story
● Analyze key details in a text to determine a central message
● Use scaffolds (sentence frames; story map; feelings chart) to plan and write a narrative story that describes a character, setting, problem, and resolution
● Use a guide or checklist to review and revise writing
Foundational Topics:
Closed syllable with short vowels
5 sound Words
VCVe syllable Word
Resources:
Wit and Wisdom Manual Module 3 Lessons 8-12
Fundations Units 9-11
Geodes Module 3 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts: Feelings, Aliki
Small Group/Learning Center Resources:
● Geodes Unit 1 Module 3 sets 1-4
● Decodable text
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
Third Topic: How do characters respond to the powerful force of the wind?
Fourth Topic: How does Irene respond to the powerful force of the wind?
Estimated # of Lessons: 20-25 (Lessons 13-35)
Fifth Topic: How does William use the powerful force of the wind?
Sixth Topic: How do people respond to the powerful force of the wind?
Learning Targets: Readers, Researchers, and Listeners
● I can identify basic similarities and differences between two texts on the same topic.
● I can explain the major differences between books that tell stories and books that give information
● I can distinguish between information provided by pictures and information provided by words in a text
● I can identify and interpret words and phrases that relate to senses and emotions
Writers and Speakers
● I can write narrative stories that recount two or more sequenced events, that include a beginning and end.
● I can use details in writing that include some details about what happened.
Learning Activities for Reading and Writing:
Students with increased independence will…
Essential Questions: MODULE:
● How do people respond to the powerful force of the wind?
READING/RESEARCH:
● What do good readers do?
● How do emotions affect the way people react?
WRITING:
● How do I use descriptive words to communicate?
● How do I communicate my thoughts and ideas about what I have read?
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use context clues and illustrations to learn the meaning of unknown words in a text
● Use a story map to retell a story and demonstrate an understanding of story elements
● Analyze details about characters to determine how they feel at different parts of a story and how they respond to problems or challenges
● Analyze words and phrases an author uses to build vocabulary and deepen comprehension (feeling words; sensory words; personification)
● Analyze key details in a text to determine and support a central message
● Dramatize different parts of a story to develop fluency and demonstrate comprehension
● Identify and organize key events and details from a story to retell it in the correct sequence (timeline)
● Use scaffolds (sentence frames; story map; feelings chart, etc.) to plan and write narratives that describe a character, setting, problem, and resolution
● Use a guide or checklist to review and revise writing
Foundational Topics:
Closed syllable with short vowels
5 sound Words
VCVe syllable Words
Resources:
Wit and Wisdom Manual Module 3 Lessons 13-35
Geodes Module 3 Sets 1-4
Fundations Units 9-11
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
Brave Irene, William Steig
Owl at Home, “The Guest,” Arnold Lobel
Gilberto and the Wind, Marie Hall Ets
The Boy Who Harnessed the Wind, William Kamkwamba and Bryan Mealer
Additional Resources:
The Red Mill Oostzijdse Mill
Windmill in the Gein
Small Group/Learning Center Resources:
● Geodes Unit 1 Module 3 sets 1-4
● Decodable text
● Digital reading platform for fluency and comprehension
● Independent reading of authentic text scaffolded to student ability and skill level (eg., Pioneer Valley, Blueberry Hill, High Noon)
Unit Overview:
Finally, we travel around the world to study stories about Cinderallas from different cultures. We read and write about this admirable character and the battle over good and evil.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.1.6 Identify who is telling the story at various points in a text.
● RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
● RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Writers and Speakers
● W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
● W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
MODULE:
Understandings
● Cultures pass down stories to teach lessons and morals.
READING:
● Effective readers describe characters, settings, and events in stories using key details from the text to demonstrate understanding of the author's message.
● Effective readers identify the perspective of who is
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it)
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Essential Questions
MODULE EQ:
● Why do people around the world admire Cinderella?
READING:
● What do I notice about the stories I am reading and what do they have in common?
● Who is telling the story?
● How is this character the same or different from other characters in similar stories?
telling the story to better understand important events.
● Effective readers identify similarities and differences between characters in familiar stories to analyze the impact of events.
WRITING:
● Collecting and reflecting upon information allows a person to make and support an informed opinion with reasons.
Knowledge
● Countries all over the world share similar stories.
● Cinderella stories have common elements that are shared across different cultures (e.g., good vs. evil characters, magical elements, proof of identity).
● Readers infer traits based on character actions.
● People identify admirable traits such as being honest, hardworking, forgiving, and kind.
● There are thousands of Cinderella stories from all over the world.
● Cinderella stories have specific characteristics, including an element of magic.
● People admire others for different reasons.
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can identify which character is telling the story at various points in a text.
● I can describe characters, settings, and major events, problems/resolution using key details.
● I can use illustrations and details in a text to describe its central message and key ideas.
● I can name a character’s traits based upon what I know and think about the character’s actions.
● I can compare and contrast the adventures and experiences of the characters in stories.
● I can select text evidence to support an opinion in response to a prompt.
● I can retell stories using key details.
Writers and Speakers
● I can draw on information from experiences and provide sources to answer a question.
● I can write an opinion paragraph by introducing the topic, stating my opinion, giving a reason for my opinion, and providing a conclusion.
● I can write longer sentences.
Summative Assessment
● Write an opinion paragraph telling which Cinderella you most admire using text evidence to support your opinion.
● New-Read Assessment
● Vocabulary Assessment
Formative Assessment
● Fundations unit assessment -multisyllabic words and multisyllabic words with suffixes.
● Use decodable text to assess oral reading fluency. (for example, Geodes, UFLI, Fundations fluency.
● High Frequency Word List
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
● Write opinion paragraphs using text evidence.
● Respond to others in a socratic seminar.
STAGE 3: LEARNING PLAN
First Topic: Why do people admire Perrault’s Cinderella?
Second Topic: Why do people admire Rough Faced Girl and Ella?
Third Topic: Why do people admire Adelita and Pear Blossom?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about art and stories.
● I can describe characters, settings, and major events, problems/resolution using key details.
● I can identify which character is telling the story at various points in a text.
● I can explain the common elements of fairy tales.
● I can gather evidence to form an opinion about what I read.
● I can name a character’s traits based upon what I know and think about the character’s actions.
● I can compare and contrast the adventures and experiences of the characters in stories.
● I can find the meaning of important words and phrases with clues from the author.
● I can explain the central message.
● I can retell stories using key details.
● I can use illustrations and details in a text to describe its central message and key ideas.
● I can think about the meaning of important words and phrases that the author uses to help me understand characters (similes).
● I can draw on information from experiences and provide sources to answer a question. Writers and Speakers
● I can use a writing organizer to write the opinion statement, reasons, and opinion conclusion.
● I can write an opinion paragraph by introducing the topic, stating my opinion,
Estimated # of Lessons: 25 - 30 (Lessons 1-27)
Essential Questions: MODULE EQ:
● Why do people around the world admire Cinderella?
READING:
● What do I notice about the stories I am reading and what do they have in common?
● Who is telling the story?
● How is this character the same or different from other characters in similar stories?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
giving a reason for my opinion, and providing a conclusion.
● I can write longer sentences.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Notice and wonder to grow curiosity and make connections with texts and artwork
● Collaborate with peers to grow and share ideas about texts and artwork
● Use a story map to retell a story and demonstrate an understanding of story elements (characters setting, problem, main events, and resolution)
● Gather and record evidence to identify the elements of fairy tales (good/evil characters; magic, proof of identity)
● Use context clues and illustrations to learn the meaning of unknown words in a text
● Determine who is narrating at different points of a story to aid in comprehension
● Use knowledge of story elements to develop an opinion about a character (identify traits)
● Find text evidence in a story to support an opinion about a character
● Use context clues and illustrations to learn the meaning of unknown words in a text
● Analyze key details and illustrations in a text to determine and support a central message
● Use models and scaffolds to identify the elements of an opinion paragraph and set a purpose for writing
● Use models and scaffolds to plan and develop an opinion paragraph about a character that includes an opinion statement, reason(s), and a conclusion
● Compare similar characters from different stories to identify how their adventures and experiences are the same or different
● Analyze words and phrases an author uses (similes) to imagine and make meaning from descriptions
● Dramatize different parts of a story to develop fluency and demonstrate comprehension
● Use a guide or checklist to review and revise writing
● Use teacher and peer feedback to edit and revise writing
Foundational Topics:
Multisyllabic Words
Multisyllabic words with suffixes (-s, -ing, -ed, -es)
Review of Word Structure & Concepts
Resources:
Wit and Wisdom Manuel Module 4 Lessons 1-27
Fundations Units 12-14
Geodes Module 4 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
■ Adelita, Tomie dePaola
■ Bigfoot Cinderrrrrella, Tony Johnston; Illustrations, James Warhola
■ Cendrillon: A Caribbean Cinderella, Robert D. San Souci; Illustrations, Brian Pinkney
■ Cinderella, Marcia Brown
■ Glass Slipper, Gold Sandal: A Worldwide Cinderella, Paul Fleischman; Illustrations, Julie Paschkis
■ The Korean Cinderella, Shirley Climo; Illustrations, Ruth Heller
■ The Rough-Face Girl, Rafe Martin; Illustrations, David Shannon
SUPPLEMENTARY TEXTS
Article, Informational
■ “900 Cinderellas,” Marcia Amidon Lusted and Judith C. Greenfield (Handout 27A)
Videos
■ “Kudhinda Screen Printing”
■ “The Process of Making Batik–Artisans at Work”
■ “Wycinanka/Paper Cutout”
Fourth Topic: Why do people around the world admire Cinderella?
Fifth Topic: What is the story of the year?
Learning Targets:
Readers, Researchers, and Listeners
● I can identify which character is telling the story at various points in a text.
● I can describe characters, settings, and major events, problems/resolution using key details.
● I can use illustrations and details in a text to describe its central message and key ideas.
● I can name a character’s traits based upon what I know and think about the character’s actions.
● I can compare and contrast the adventures and experiences of the characters in stories.
● I can select text evidence to support an opinion in response to a prompt.
● I can retell stories using key details.
Writers and Speakers
● I can draw on information from experiences and provide sources to answer a question.
● I can write an opinion paragraph by introducing the topic, stating my opinion, giving a reason for my opinion, and providing a conclusion.
Learning Activities for Reading and Writing:
Estimated # of Lessons: 8-10 (Lessons 28-36)
Essential Questions: MODULE EQ:
● Why do people around the world admire Cinderella?
READING:
● What do I notice about the stories I am reading and what do they have in common?
● Who is telling the story?
● How is this character the same or different from other characters in similar stories?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
Students with increased independence will…
● Gather and record evidence to identify the elements of fairy tales (good/evil characters; magic, proof of identity)
● Use a discussion protocol to grow and share ideas about texts or artwork
● Use knowledge of story elements to develop an opinion about a character (identify traits)
● Find text evidence in a story to support an opinion about a character
● Analyze key details and illustrations in a text to determine and support a central message
● Compare similar characters from different stories to identify how their adventures and experiences are the same or different
● Use models and scaffolds to plan and develop an opinion paragraph about a character that includes an opinion statement, reason(s), and a conclusion
● Use a guide or checklist to review and revise writing
● Use teacher and peer feedback to edit and revise writing
Resources:
Wit and Wisdom Manuel Module 4 Lessons 28-35
Fundations Units 12-14
Geodes Module 4 Sets 1-4
Heggerty
Equipped for Reading Success by David Kilpatrick
Texts:
■ Adelita, Tomie dePaola
■ Bigfoot Cinderrrrrella, Tony Johnston; Illustrations, James Warhola
■ Cendrillon: A Caribbean Cinderella, Robert D. San Souci; Illustrations, Brian Pinkney
■ Cinderella, Marcia Brown
■ Glass Slipper, Gold Sandal: A Worldwide Cinderella, Paul Fleischman; Illustrations, Julie Paschkis
■ The Korean Cinderella, Shirley Climo; Illustrations, Ruth Heller
■ The Rough-Face Girl, Rafe Martin; Illustrations, David Shannon
Visual Art
■ First Steps, Jean-François Millet
■ First Steps, Pablo Picasso
■ First Steps, after Millet, Vincent van Gogh
SUPPLEMENTARY TEXTS
Article, Informational
■ “900 Cinderellas,” Marcia Amidon Lusted and Judith C. Greenfield (Handout 27A) Videos
■ “Kudhinda Screen Printing”
■ “The Process of Making Batik–Artisans at Work”
■ “Wycinanka/Paper Cutout”
SEPTEMBER-NOVEMBER (Module 1)
A Season of Change: Change is Beautiful
FOCUS OF THE STORY
Fall is ripe with change. Apples and pumpkins are picked. Animals prepare for winter. Leaves change color. As we enter this beautiful season, we will notice and wonder how books, paintings, and poetry show seasonal change and how it affects the world around us.
LEARNING TARGETS
I can participate in shared research and writing projects.
I can compare information from texts on the same topic.
- I can use information from pictures and words to show I understand what I am looking at and reading.
- I can describe how characters respond to problems.
- I can find evidence that shows change has occurred in the story.
- I can write a paragraph to answer questions about what I read.
- I can rehearse writing by sharing my ideas out loud with others.
-I can go back into a text and use evidence in my writing.
Grade 2 English Language Arts
NOVEMBER-JANUARY (Module 2)
The American West: Changes in the Past
Next, we plant the seeds of change as we learn about settlers blazing a trail of new possibilities in the west. By exploring books and art with larger than life characters, we learn about the struggles that early settlers faced. We explore new vocabulary and write about the bravery of the people who made the journey westward.
- I can collaborate with others to discuss evidence about the similarities and differences across texts.
- I can collect text evidence and organize it in a sequence.
- I can identify similarities and differences between two versions of the same story by different authors.
- I can determine the most important information to support the topic and where I found my evidence.
- I can collect evidence to show similarities and differences between two stories about the same legend.
I can publish informative paragraphs using digital tools.
JANUARY-MARCH
(Module 3)
Civil Rights Heroes: Changes for a Better Future
We now explore how people's dreams can change the world. The power of Civil Rights heroes impacted the landscape of America by responding to the unfairness they saw and experienced. We read, write and reflect on the accounts of brave individuals who fought to ensure liberty and justice for all.
LEARNING TARGETS
- I can determine the meaning of words and phrases in a text, and think about how rhymes and repeated words add meaning to texts.
- I can reread text to understand the author’s main idea or gather more evidence to support what I think.
- I can recognize how characters have different points of view and how that impacts the way a story is told..
- I can practice reading fluency when I perform speeches.
- I can write informative paragraphs using information from different sources that include an introduction, topic statement, evidence, and conclusion.
- I can write narrative paragraphs describing a moment that include thoughts, feelings, and actions.
MARCH-JUNE (Module 4)
Good Eating: Changes for a Healthier You
Finally we explore how food can nourish your body and mind examining multimedia sources. We also read about and experience how people come together with food. We digest this information to process and apply our thinking to form opinions about healthy food choices.
- I can form an opinion based upon the facts or the steps in a process I read about.
- I can describe how the reasons support the point the author is trying to make.
- I can write informative paragraphs that state a topic, develop it with evidence, and conclude by reinforcing the topic in a conclusion.
- I can write an informative paragraph that explains steps in a process using time words.
- I can conduct shared research using two sources to collect evidence to write an opinion paragraph.
- I can write an opinion paragraph with an introduction, opinion statement, reasons, evidence and conclusion statement.
THE FOCUS OF THE STORY
LEARNING TARGETS
THE FOCUS OF THE STORY
THE FOCUS OF THE STORY
LEARNING TARGETS
# of Lessons: 30 - 40
Unit Overview:
Fall is ripe with change. Apples and pumpkins are picked. Animals prepare for winter. Leaves change color. As we jump into this wonderful season, we will notice and wonder how books, paintings and poetry show seasonal change and how it affects the world around us.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.2.1, RI.2.1. Practice questioning to clarify understandings of a new text.
● RL.2.2Recount stories, including details about character, setting, problem, and resolution.
● RL.2.5. Explain how beginnings and endings in text relate to one another.
● RI.2.2. Identify main topics and details in multiparagraph text.
● RF.2.4. Read orally with accuracy and fluency to support understanding.
Writers and Speakers
● W2.2. Write informative paragraphs that state a topic, develop it with evidence, and conclude by reinforcing the topic in a conclusion.
● W.2.8. Organize and choose text evidence to respond to a prompt.
● W.2.5. With guidance from adults and peers, revise writing to strengthen it as needed.
Speaking and Listening Goals
● SL.2.1.a, SL.2.1.b. Notice the whole message in a text and speakers’ remarks.
● SL.2.1.aTake part in collaborative conversations with peers.
● SL.2.1.b. Link responses to those of peers.
Understandings
MODULE:
● Seasonal changes impact people and nature in predictable and unpredictable ways.
READING:
● Authors use words, details, and illustrations to tell a story or present information.
WRITING
● Effective writers use main ideas and supporting details to share knowledge about a topic.
Readers,
Transfer Goals
Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Essential Questions
MODULE:
● How does change impact people and nature?
READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text?
WRITING
● How do I show and share my thoughts and ideas
Knowledge
● Define change as the process of becoming different than before.
● Use key words first, then, finally to identify the process of change.
● Recognize that friends can help people manage change.
● Identify the impact of weather on leaves in autumn.
● Identify how changes in fall weather impact people, plants, and animals.
● Change is a complex process.
● Autumn is a season of much change.
● Leaves change color in autumn because of the changes in weather.
● Friends can help us change
● Understand the structure of informational writing
● Paragraphs have parts
● Conclusions restate the topic sentence in new ways
about what I have read? How do I support that with details in my writing?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners:
● I can ask and answer questions about books or art.
● I can read with fluency.
● I can respectfully listen to others.
● I can find the meaning of important words in a text.
● I can retell what I read.
● I can respectfully listen to others.
● I can identify the main topic in a text.
● I can determine the meaning of words and phrases in a text.
● I can use dictionaries/glossaries to find the meaning of words.
● I can compare information from texts on the same topic.
● I can use information from pictures and words to show I understand what I am looking at and reading.
● I can determine the meaning of unknown words.
● I can identify the main topic in an informational paragraph.
● I can identify the central message in a story.
● I can describe how characters respond to problems.
● I can identify story elements in a book.
● I can describe the beginning, middle and end of a story.
● I can find evidence that shows change has occurred in the story.
● I can ask and answer questions about a text.
● I can make connections across texts.
● I can gather evidence on a topic and record it.
● I can identify the main topics and details of a text.
● I can make real-life connections to words I read. Writers and Speakers
● I can write a topic sentence and supporting details.
● I can share what I know and think about text and art.
● I can write about reading by recounting story elements.
● I can write a paragraph to answer questions about what I read.
● I can write an explanatory paragraph.
● I can rehearse writing by sharing my ideas out loud with others.
● I can write a concluding sentence in a paragraph. (conclusion statement)
● I can participate in shared research and writing projects.
● I can go back into a text and use evidence in my
writing.
● I can write an informational paragraph by myself and with others.
● I can revise and publish my writing.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
End of Module assessment: Write a paragraph about how changes in fall weather impact plants or animals and use evidence from two texts in the module.
First Topic Focus Question: What changes in weather?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about books or art.
● I can read with fluency.
● I can respectfully listen to others.
● I can find the meaning of important words in a text.
● I can retell what I read. Writers and Speakers
● n/a
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 3 (Lessons 1-3)
Essential Questions: MODULE:
● How does change impact people and nature? READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text?
● Notice many things, including details in poetry, visual arts, and what people say to grow curiosity and connections with a text.
● Orally practice and perform a poem to increase comprehension
● Collaborate to share ideas and develop an understanding of texts or artwork
● Use reference materials (dictionary, glossaries) while reading to define and record unfamiliar words used in the text
Grammar Topics: Compound words
Foundational Topics:
● Bonus letter spelling rule
● Glued Sounds
● Blending and reading words with glued sounds
● Segmenting and spelling words with bonus letters and glued sounds
● Fluent passage reading
Resources:
Whole group: Wit and Wisdom Module 1
Poem: Weather
Paintings: Paris Street, Rainy Day Hunters In the Snow Bathers at Asnieres Autumn Landscape
Fundations Unit 2
Heggerty
Small Group:
Geodes Set 1: Get Ready: Fall Skills: Glued Sound
Heggerty Kilpatrick Whole Phonics
UFLI
Second Topic Focus Question: How does change in fall weather impact people and nature?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a text.
● I can respectfully listen to others.
● I can identify the main topic in a text.
● I can determine the meaning of words and phrases in a text.
● I can use dictionaries/glossaries to find the meaning of words.
Writers and Speakers
● I can understand the structure of informational writing.
● I can write a topic sentence and supporting details.
● I can share what I know and think about text and art.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 6 (Lessons 4-9)
Essential Questions: MODULE:
● How does change impact people and nature? READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text? WRITING
● How do I show and share my thoughts and ideas about what I have read? How do I support that with details in my writing?
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Use discussion scaffolds to share ideas and develop an understanding of texts and artwork
● Use models and scaffolds to understand the structure of an informative paragraph and set a purpose for writing
● Use context clues and reference materials (dictionary; glossary) to analyze new vocabulary to gain a better understanding of the topic
● Apply learning about key details and topic sentences to determine the main topic of chapters in a text
● Write a topic statement to introduce an informative paragraph
Grammar Skills:
Subjects and verbs in simple sentences
Conjunctions and compound sentences
Foundational Topics:
● Bonus letter spelling rule
● Glued Sounds
● Blending and reading words with glued sounds
● Segmenting and spelling words with bonus letters and glued sounds
● Fluent passage reading
Resources:
Whole group:
Wit and Wisdom Module 1
Text: How Do You Know It’s Fall?
Fundations Unit 2
Hegerty
Small Group:
Geodes Set 1: Get Ready: Fall
Skills: Glued Sound
Heggerty
Kilpatrick
Whole Phonics
UFLI
Third Topic Focus Question: How does the Little Yellow Leaf Change?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a text.
● I can compare information from texts on the same topic.
● I can use information from pictures and words to show I understand what I am looking at and reading.
● I can determine the meaning of unknown words.
● I can identify the main topic in an informational paragraph.
● I can identify the central message in a story.
● I can describe how characters respond to problems.
● I can retell a story.
● I can describe the beginning, middle and end of a
Estimated # of Lessons: 5 (Lessons 10-14)
Essential Questions: MODULE:
● How does change impact people and nature? READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text? WRITING
● How do I show and share my thoughts and ideas about what I have read? How do I support that with details in my writing?
story.
Writers and Speakers
● I can write about reading by recounting story elements.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Examine a narrative and informational text on the same topic to answer questions, compare information, or gather new evidence
● Use scaffolds (story stones, sentence starters) to identify and explain the characters, setting, problem and resolution in a story
● Orally practice and perform a story to review story elements and deepen comprehension
● Identify and organize main events and key details to make connections between different parts of a story
● Use illustrations, repeated words/phrases, and knowledge of story elements to identify and explain a central message in a text
● Use models and scaffolds to draft an informative paragraph that includes a topic statement, temporal words and evidence
● Use a checklist to review and revise paragraphs
Grammar Skills:
Complete sentences
Adjectives
Foundational Topics:
● Bonus letter spelling rule
● Glued Sounds
● Blending and reading words with glued sounds
● Segmenting and spelling words with bonus letters and glued sounds
● Fluent passage reading
Resources:
Whole group:
Wit and Wisdom Module 1
Text: The Little Yellow Leaf How Do You Know It’s Fall?
Fundations Unit 3
Hegerty
Small Group:
Geodes Set 2: Winter’s Chill
Skills: closed syllable exceptions and suffixes
Heggerty
Kilpatrick
Whole Phonics
UFLI
Fourth Topic Focus Question: How does the chameleon change?
Learning Targets:
Readers, Researchers, and Listeners
● I can identify story elements in a book.
Estimated # of Lessons: 5 (Lessons 15-19)
Essential Questions: MODULE:
● How does change impact people and nature?
● I can identify the central message of a story.
● I can find evidence that shows change has occurred in the story.
● I can make real-life connections to words I read.
Writers and Speakers
● I can write a paragraph to answer questions about what I read.
● I can write an explanatory paragraph.
Learning Activities for Reading and Writing:
Students with increased independence will…
READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text?
WRITING
● How do I show and share my thoughts and ideas about what I have read? How do I support that with details in my writing?
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Identify and explain the characters, setting, problem and resolution in a story orally and in writing to demonstrate comprehension
● Analyze a story’s text and illustrations to gather evidence that shows how or why a character changes across the beginning, middle, and end
● Recount main events and key details to make connections between different parts of a story
● Use illustrations, repeated words/phrases, and knowledge of story elements to identify and explain a central message in a text
● Use discussion scaffolds to share ideas and develop an understanding of texts and artwork
● Write an explanatory paragraph that includes specific evidence to answer text dependent questions and demonstrate comprehension
● Use a guide or checklist to plan and develop writing
Grammar Skills:
Sentences with multiple subjects
Verbs Conjunctions
Foundational Topics:
● Closed syllable exceptions
● Glued Sounds ild, ind, old, olt, ost
Resources:
Whole group:
Wit and Wisdom Module 1
Text :A Color of His Own
A Little Yellow Leaf Fundations Unit 3
Heggerty
Small Group:
Geodes Set 2: Winter’s Chill
Closed syllable exception & suffixes
Hegerty
Kilpatrick
Whole Phonics
UFLI
Fifth Topic Focus Question: How does weather impact leaves in fall?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a text.
● I can identify the main topics and details of a text.
● I can determine the meaning of important words in a text.
Writers and Speakers
● I can rehearse writing by sharing my ideas out loud with others.
● I can write a concluding sentence in a paragraph. (conclusion statement)
● I can write an informative paragraph.
Learning
Activities
for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 5 (Lesson 20-24)
Essential Questions:
MODULE:
● How does change impact people and nature?
READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text?
WRITING
● How do I show and share my thoughts and ideas about what I have read? How do I support that with details in my writing?
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Use context clues or reference materials while reading to define and record unfamiliar words, including words with multiple meanings
● Use models and scaffolds to identify a main topic and supporting details within and across texts
● Use models and scaffolds to understand the structure of an informative paragraph and set a purpose for writing
● Write a conclusion statement to close an informative paragraph
● Use models and scaffolds to write an informative paragraph that includes a topic statement, temporal words, evidence, and a conclusion
● Use a checklist to review and revise paragraphs
Grammar Skills:
Combine simple sentences using conjunctions to explain key concepts
Simple and compound sentence variety
Foundational Topics:
● Suffixes (-s, -es, -ed, -ing, -er, -est)
Resources:
Whole group:
Wit and Wisdom Module 1
Text: Why Do Leaves Change Color?
Fundations Unit 4
Heggerty
Small Group:
Geodes Set 2: Winter’s Chill
Closed syllable exception & suffixes
Heggerty
Kilpatrick
Whole Phonics
UFLI
.
Sixth Topic Focus Question:How does Sky Tree show the cycle of seasons?
Learning Targets: Readers, Researchers, and Listeners
● I can use information from pictures and words to show I understand what I am looking at and reading.
● I can participate in discussions by listening to my classmates.
● I can identify central messages in a story.
● I can collect text evidence and organize it in a sequence
Writers and Speakers
● I can revise and edit my writing, using a checklist to guide me.
● I can elaborate upon my writing by seeking more text evidence.
● I can write an informative paragraph.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 5 (Lessons 25-29)
Essential Questions: MODULE:
● How does change impact people and nature? READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text?
WRITING
● How do I show and share my thoughts and ideas about what I have read? How do I support that with details in my writing?
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Use discussion scaffolds to share ideas and develop an understanding of texts and artwork
● Use context clues or reference materials while reading to define and record unfamiliar words, including words with multiple meanings
● Use models and scaffolds to identify elements of revision that improve a piece of writing (sequence of details; paragraph structure; deleting irrelevant details or adding missing details)
● Use a guide or checklist to develop and revise writing
● Annotate to record and keep track of important details in sequence, as a chronological note taking strategy (timeline)
● Use an evidence organizer to identify key details that reveal and support the central message of a text
● Use a writing checklist to write an informative paragraph that includes a topic statement, temporal words, evidence, and a conclusion
Grammar Skills: Sentence variety
Foundational Topics:
● Suffixes (-s, -es, -ed, -ing, -er, -est)
Resources:
Whole group:
Wit and Wisdom Module 1
Text: Sky Tree
Poem: Weather
Paintings: Paris Street, Rainy Day
Hunters In the Snow Bathers at Asnieres
Autumn Landscape
Fundations Unit 4
Heggerty
Small Group:
Geodes Set 3: Spring to Life
Multisyllabic and compound words with two closed syllables
Heggerty
Kilpatrick
Whole Phonics
UFLI
Seventh Topic Focus Question: How does change impact people and nature?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a text.
● I can make connections across texts.
● I can gather evidence on a topic and record it.
● I can identify the main topics and details of a text.
● I can identify story elements and evidence of change.
Writers and Speakers
● I can rehearse what I think and know before I write.
● I can participate in shared research and writing projects.
● I can go back into a text and use evidence in my writing.
● I can write an informational paragraph by myself and with others.
● I can revise and publish my writing.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 3 (Lessons 30-32)
Essential Questions: MODULE:
● How does change impact people and nature?
READING
● What do I notice about the text? How does it affect the way I read?
● What’s my strategy for reading this text? How is it working?
● How does my experience affect how I read, interpret and respond to text?
WRITING
● How do I show and share my thoughts and ideas about what I have read? How do I support that with details in my writing?
● Collaboratively gather, synthesize, and record evidence from across texts to organize and rehearse an informative paragraph aloud
● Use a writing checklist to write and revise an informative paragraph synthesizing evidence across texts that includes a topic statement, temporal words, evidence, and a conclusion
Course Name: Grade 2 ELA Unit Title: The American West: Changes in the Past Est. # of Lessons: 30 - 40
Unit Overview:
Next, we plant the seeds of change as we learn about settlers blazing a trail of new possibilities in the west. By exploring books and art with larger than life characters, we learn about the struggles that early settlers faced. We explore new vocabulary and write about the bravery of the people who made the journey westward.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.2.1, RI.2.1. Practice questioning to clarify understandings of a new text.
● RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
● RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
● RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
● RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
● RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.6
● RL.2.9. Compare and contrast the most important points presented by two texts on the same topic.
Writers and Speakers
● W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
● W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
● W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
● W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
Understandings
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Essential Questions
MODULE:
● The West was both an inspirational and challenging place for pioneers and Native Americans.
READING:
● Effective readers analyze texts in various formats to build knowledge.
WRITING:
● Authors use words, details, and illustrations to tell a story or present information.
MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
Knowledge Skills (Framed as Learning Targets)
● Recognize change over time in the West.
● Build understanding of the interrelationships between people and nature.
● Identify characteristics of life and challenges faced by the pioneers and Native Americans in the West.
● Recognize that stories can contain important life lessons.
● Native Americans inhabited the West long before the settlers came.
● People and nature are interconnected.
● Parts of a paragraph
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can identify the main topic and gather details when I read informational text.
● I can identify text features in a text.
● I can compare and contrast topics across texts.
● I can collaborate with others to discuss evidence about the similarities and differences across texts.
● I can determine the meaning of words and phrases in a text.
● I can use illustrations to help me understand what I am reading.
● I can tell the differences between fiction and nonfiction.
● I can identify the story elements and major events of a story.
● I can explain why characters say and do things in a story.
● I can identify major events and key details in a story.
● I can identify the central message of a story.
● I can collect text evidence and organize it in a sequence.
● I can choose evidence to support the topic.
● I can discuss with others what I think and know about what I read.
● I can make connections between topics in the books I read.
● I can determine the central message of a poem or story.
● I can identify similarities and differences between two versions of the same story by different authors.
● I can research a topic with texts and digital tools.
● I can show understanding of the story by performing it for others.
Writers and Speakers
End of Module assessment:
Write an informative paragraph comparing the life of one legendary person (either Johnny Appleseed or John Henry) to real-life pioneers and explaining the differences.
End of Module vocabulary assessment
Learning Targets:
● I can take notes from different types of text.
● I can write an informative paragraph that has an introduction, topic statement, evidence, and conclusion.
● I can recall a story and write about it.
● I can write an introduction that gives background information and tells the main idea.
● I can determine the most important information to support the topic and where I found my evidence.
● I can publish informative paragraphs using digital tools.
● I can collect evidence to show similarities and differences between two stories about the same legend.
● I can revise my writing with topic-specific words.
● I can revise my writing with advice and help from others.
● I can clearly explain details when I write.
● I can cite evidence.
● I can recall and write about what I learned.
● I can reread a text and add evidence in my writing.
● I can collaborate with others to gather evidence for my writing.
● I can write an informative paragraph to compare a topic across texts that includes an introduction, topic statements, evidence, and conclusion.
Focusing Question Tasks
New-Read Assessments
Socratic Seminars
Districtwide Assessments: PAST
Power Words
AIMSweb Screenings:
● Oral Reading Fluency
● Rapid Auto Naming (RAN)
● Reading Comprehension
● Vocabulary
Essential Questions:
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
STAGE 3: LEARNING PLAN
First Topic Focus Question: How did the actions of American Indians and Early Americans impact the prairie in the American West?
Estimated # of Lessons: 5 (Lessons 1-5)
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can determine the meaning of words and phrases in a text.
● I can use illustrations to help me understand what I am reading.
● I can collect text evidence and organize it in a sequence.
● I can identify the main topic when I read informational text.
● I can make connections between topics in the books I read.
● I can determine the central message of a poem or story.
Writers and Speakers
● I can write an informative paragraph that has an introduction, topic statement, evidence, and conclusion.
● I can revise my writing with topic-specific words.
● I can cite evidence.
Learning Activities for Reading and Writing:
Students with increased independence will…
MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Analyze illustrations to develop and support knowledge of new vocabulary
● Use context clues or reference materials while reading to define and record unfamiliar words
● Annotate to record and keep track of important details in sequence, as a chronological note taking strategy ( illustrated timeline)
● Gather and record evidence to show connections between topics in a text
● Use knowledge of a main topic and key details to determine the central message of a text
● Use models and scaffolds to understand the structure of an informative paragraph and set a purpose for writing
● Use models and scaffolds to write an informative paragraph that includes a topic statement, temporal words, evidence, and a conclusion
● Use a checklist to review and revise paragraphs
Foundational Topics:
● Suffixes; able, en, ful, ish, less, ment, ness
● Multisyllabic and compound words
● Prefixes; dis, mis, trans, un
Resources:
Whole group: Wit and Wisdom Module 2
Text:The Buffalo are Back Poem: Buffalo Dusk
Paintings: Single buffalo
Herd of buffalo
Group of Native Americans
Native American Family
Fundations Unit 5
Heggerty
Small Group:
Geodes Set 1: The west is.. Multisyllabic and compound words with two closed syllables
Heggerty
Kilpatrick
Whole Phonics
UFLI
Second Topic Focus Question: What was life like for Plains Indians in the early American West?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can identify the main topic and gather details when I read informational text.
● I can identify text features in a text.
● I can determine the meaning of words and phrases in a text.
● I can choose evidence to support the topic.
● I can discuss with others what I think and know about what I read.
Writers and Speakers
● I can write an informative paragraph that has an introduction, topic statement, evidence, and conclusion.
● I can determine the most important information to support the topic and where I found my evidence.
● I can recall and write about what I learned.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 5 (Lessons 6-10)
Essential Questions:
MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol (wonder wheel; question stems) to grow curiosity and connection with texts or artwork
● Analyze illustrations to develop and support knowledge of new vocabulary
● Use context clues or reference materials while reading to define and record unfamiliar words
● Annotate to record and keep track of important details in sequence, as a chronological note taking strategy (timeline)
● Examine text features to develop and support comprehension
● Use models and scaffolds to identify a main topic and supporting details within and across texts
● Use models and scaffolds to understand the structure of an informative paragraph and set a purpose for writing
● Collaboratively gather and prioritize evidence to support a topic statement
● Use models and scaffolds to write an informative paragraph that includes a topic statement, evidence, topic-specific words, and a conclusion
● Use a checklist to review and revise paragraphs
● Use a speaking and listening checklist/rubric to learn how to share ideas or knowledge about texts and artwork
● Use a discussion protocol to grow and share ideas or knowledge about texts and artwork
Grammar Skills:
Irregular nouns
Irregular plural nouns
Foundational Topics:
● V-E syllables
Resources:
Whole group:
Wit and Wisdom Module 2
Text: Plains Indians
Video: American History to 1920
Fundations Unit 5
Heggerty
Small Group: Geodes Set 1: The West Is… V-E words
Heggerty Kilpatrick
Third Topic Focus Question: What was life like for pioneers in the early American West?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can determine the meaning of words and phrases in a text.
● I can tell the differences between fiction and nonfiction.
● I can explain why characters say and do things in a story.
● I can identify major events and key details in a story.
● I can identify the central message of a story.
● I can collect text evidence and organize it in a sequence.
Writers and Speakers
● I can revise my writing with advice and help from others.
● I can clearly explain details when I write.
● I can take notes from different types of text.
● I can write an informative paragraph that has an introduction, topic statement, evidence, and conclusion.
Estimated # of Lessons: 5 (Lessons 11-15)
Essential Questions: MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
Learning Activities for Reading and Writing:
Students with increased independence will…
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Examine different texts to determine text type and purpose (narrative nonfiction; informational, etc. to inform and entertain)
● Analyze illustrations to develop and support knowledge of new vocabulary
● Use context clues or reference materials while reading to define and record unfamiliar words
● Annotate to record and keep track of important details in sequence, as a chronological note taking strategy (timeline)
● Use models and scaffolds to identify a main topic and supporting details within and across texts
● Use models and scaffolds to understand the structure of an informative paragraph and set a purpose for writing
● Gather and prioritize evidence to support a topic statement
● Collect evidence of characters’ challenges to reveal the central message of a text.
● Use models and scaffolds to write an informative paragraph that includes a topic statement, text evidence, topicspecific words, and a conclusion
● Use a checklist to review and revise paragraphs
Grammar Skills: Capitalization
Foundational Topics:
● V-E syllables
● Suffixes; ive, ly, ty, y
Resources:
Whole group:
Wit and Wisdom Module 2
Text: Journey of a Pioneer Painting: Among the Sierra Nevada, California Autumn Landscape
Hunters In the Snow Map: Oregon Trail Map
Video: Oregon Trail
Fundations Unit 6
Heggerty
Small Group:
Geodes Set 2: Wagon Tracks… V-E syllables and exception
Heggerty Kilpatrick
Fourth Topic: What life lesson can we learn from the story of Bluebonnet?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can determine the meaning of words and phrases in a text.
● I can identify story elements in the books I read.
Estimated # of Lessons: 4 (Lesson 16-19)
Essential Questions: MODULE:
● What was life like in the West for early Americans? READING:
● How does my experience affect how I read, interpret and respond to text?
● I can identify the central message of a story.
● I can explain why characters say and do things in a story.
● I can collect text evidence and organize it in a sequence.
● I can show understanding of the story by performing it for others.
Writers and Speakers
● I can write an informative paragraph that has an introduction, topic statement, evidence, and conclusion.
● I can recall a story and write about it.
● I can write an introduction that gives background information and tells the main idea.
Learning Activities for Reading and Writing:
Students with increased independence will…
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Examine different texts to determine text type and purpose (legend)
● Collaborate with peers to grow and share ideas about texts and/or artwork
● Use context clues or reference materials while reading to define and record unfamiliar words
● Use scaffolds (story stones, sentence starters, graphic organizer) to identify and explain the characters, setting, and major events in a story
● Orally practice and perform a story to review story elements and deepen comprehension
● Annotate to record and keep track of important details in sequence, as a chronological note taking strategy (timeline)
● Use models and scaffolds to understand the structure of an informative paragraph and set a purpose for writing (introductions = background knowledge + topic statement)
● Use knowledge of informative paragraphs to plan and write an introduction that includes background knowledge and a topic sentence that states a main idea.
● Use models and scaffolds to write an informative paragraph that includes an introduction, topic statement, text evidence, and a conclusion
Grammar Skills:
Capitalization
Using the suffix ly
Foundational Topics:
V-E syllables, V-E syllable exception suffix ive, ly, ty, y
Resources:
Whole group: Wit and Wisdom Module 2
Text: Legend of The Bluebonnet Painting: Comanche Feats of Horsemanship
Fundations Unit 6
Heggerty
Small Group:
Geodes Set 3: Eagle Eye, etc. Capitalization, open syllables, using the suffix ly Heggerty Kilpatrick
Fifth Topic Focus Question: What life lesson can we learn from the story of Johnny Appleseed?
Learning Targets: Readers, Researchers, and Listeners
● I can explain why characters say and do things in a story.
● I can identify the story elements and major events of a story.
● I can ask and answer questions about what I read.
● I can identify the central message of a story.
● I can collect text evidence and organize it in a sequence.
● I can identify similarities and differences between two versions of the same story by different authors.
● I can research a topic with texts and digital tools.
Writers and Speakers
● I can publish informative paragraphs using digital tools.
● I can collect evidence to show similarities and differences between two stories about the same legend.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 6 (Lessons 20-25)
Essential Questions: MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Collaborate with peers to grow and share ideas about texts and/or artwork
● Examine different texts to determine text type and purpose (legend)
● Use scaffolds (story stones, sentence starters, graphic organizer) to identify and explain the characters, setting, and major events in a story
● Use illustrations, repeated words/phrases, and a character’s thoughts or actions to identify and explain a central message in a text
● Organize evidence using a digital bookmaking tool to craft an informative paragraph that recounts a story
● Annotate to record and keep track of important details in sequence, as a chronological note taking strategy (timeline)
● Compare two versions of the same story to identify similarities and differences in the major events
● Use a speaking and listening checklist/rubric to learn how to share ideas or knowledge about texts and artwork
● Use a discussion protocol to grow and share ideas or knowledge about texts and artwork
Grammar Skills:
Past tense verbs
Irregular past tense verbs
Collective Nouns
Foundational Topics:
● Open syllables
● Vowel Y
Resources:
Whole group:
Wit and Wisdom Module 2
Text: Johnny Appleseed, Aliki
Johnny Appleseed, Steven Kellog
Video: Who was Johnny Appleseed?
Fundations Unit 7
Heggerty
Small Group: Geodes Set 3: .
Past tense regular and irregular verbs, collective nouns Heggerty Kilpatrick
Sixth Topic Focus Question: How do different authors tell the story of John Henry’s life?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can identify similarities and differences in two versions of the same story by different authors.
● I can reread the text to find more evidence.
● I can determine the meaning of words and phrases in a text.
● I can identify story elements and major events in stories.
● I can show understanding of the story by performing it for others.
Writers and Speakers
● I can write an informative paragraph to compare two versions of the same story.
● I can revise my writing with help from others.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 7 (Lesson 26 - 32)
Essential Questions: MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Collaborate with peers to grow and share ideas about texts and/or artwork
● Examine different texts to determine text type and purpose (legend)
● Use scaffolds (story stones, sentence starters, graphic organizer) to identify and explain the characters, setting, and major events in a story
● Use models and scaffolds to determine the importance of topic-specific words and phrases in revision
● Gather evidence (using an evidence organizer) to show similarities and differences in two versions of the same story
● Use models, scaffolds, and evidence gathered to write an informative paragraph that compares two versions of the same story
● Use illustrations, repeated words/phrases, and a character’s thoughts or actions to identify and explain a central message in a text
● Dramatize parts of a story to practice speaking and listening skills and demonstrate comprehension (lesson character learns)
● Use a guide or checklist to develop and revise writing
Seventh Topic Focus Question: What was life like in the West for early Americans?
Learning Targets:
Readers, Researchers, and Listeners
● I can identify the details within stories and informational text.
● I can compare and contrast topics across texts.
● I can collaborate with others to discuss evidence about the similarities and differences across texts. Writers and Speakers
● I reread a text and add evidence in my writing.
● I can collaborate with others to gather evidence for my writing.
● I can write an informative paragraph to compare a topic across texts that includes an introduction, topic statements, evidence, and conclusion.
Estimated # of Lessons: 3 (Lessons 33-35)
Essential Questions: MODULE:
● What was life like in the West for early Americans?
READING:
● How does my experience affect how I read, interpret and respond to text?
● How do the stories people tell give insight into who they are?
● What do I think and feel about what I read? Why do I think and feel this way?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
Learning Activities for Reading and Writing: Students with increased independence will…
● Gather, synthesize, organize and record evidence from across texts to compare and contrast similar topics
● Use a writing organizer to plan, develop, and revise an informative paragraph that synthesizes and compares evidence from across texts
Course Name: Grade 2 ELA Unit Title: Civil Rights Heroes: Changes for a Better Future Est. # of Lessons: 30-40
Unit Overview:
We now explore how people's dreams can change the world. The power of Civil Rights heroes impacted the landscape of America by responding to the unfairness they saw and experienced. We read, write and reflect on the accounts of brave individuals who fought to ensure liberty and justice for all.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
● RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
● RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
● RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.
● RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Writers and Speakers
● W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
● W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
● W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
● W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
MODULE:
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
Understandings Essential Questions
● People fight injustice through powerful words and actions to change laws and community behavior.
READING:
● Authors use words, details, illustrations, and
MODULE:
● How can people respond to injustice?
READING:
● Who is telling the story?
● How do the stories people tell give insight into who
devices (rhymes, repeated words and phrases) to tell a story or build knowledge.
● Effective readers analyze texts in various formats to build knowledge.
● Effective readers can identify and understand various perspectives to develop a more informed view of what happened.
WRITING:
● Effective writers collect and reflect upon information to respond to text. they are?
Knowledge
● Recognize how people responded to injustices in the United States.
● Understand the Civil Rights Movement in the United States and the changes that resulted.
● Understand the importance of equitable access to education in the Civil Rights Movement.
● Identify leaders who fought against segregation.
● Recognize that speeches are an important type of literary text.
● The Civil Rights Movement had many heroic leaders.
● Schools, restaurants, movie theaters, and many other public places were segregated before the Civil Rights Movement.
● Equal access to education was an important part of the Civil Rights Movement.
● People fight injustice with words such as speeches, songs, and literature.
● People fight injustice with actions such as protests and petitions to change laws.
● Writers and Speakers
●
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can ask and answer questions about multimedia sources.
● I can identify the narrator’s (1st person) point of view.
● I can understand more about the central message by thinking about the illustrations.
● I can identify the main topic and key details about a text and then take notes about it.
● I can determine the meaning of words and phrases in a text, and think about how rhymes and repeated words add meaning to texts.
● I can tell the difference between a speech and an informational text.
● I can identify the kinds of sources authors use.
● I can describe the connection between a series of historical events in a text.
● I can reread text to understand the author’s main idea or gather more evidence to support what I think.
● I can explain that texts are written from different points of view.
● I can choose different sources for research.
● I can recognize how characters have different points of view and how that impacts the way a story is told.
● I can identify story elements.
● I can tell the difference between a biography and an autobiography.
● I can compare important points across multimedia sources.
● I can understand more about the text by thinking about the illustrations.
● I can identify how characters respond to major events and challenges in a text.
● I can identify the main topic and key details about a text and then take notes about it.
Writers and Speakers
● I can revise my writing.
Summative Assessment
End of Module Assessment:
Using your Knowledge Journal, identify an unforgettable lesson you learned in this module. Use first-person point of view to write a narrative moment that describes what you thought, felt, and did as you learned something you will never forget. Be sure to provide closure to your narrative.
End of Module vocabulary assessment
Topic
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can determine the meaning of words and phrases in a text, and think about how rhymes and repeated words add meaning to texts.
● I can identify the main topic and key details about a text and then take notes about it.
● I can identify the kinds of sources authors use.
● I can compare and contrast evidence on a topic across two sources.
● I can prepare for informative paragraphs by using evidence organizers to organize evidence from different sources.
● I can practice reading fluency when I perform speeches.
● I can collect evidence to show similarities and differences between two sources about the same topic.
● I can write informative paragraphs using information from different sources that include an introduction, topic statement, evidence, and conclusion.
● I can describe narrative writing.
● I can “zoom” into a moment and describe details in a narrative paragraph.
● I can write narrative paragraphs describing a moment that include thoughts, feelings, and actions.
● I can revise my writing with help from others.
Formative Assessment
Focusing Question Tasks
New-Read Assessments Socratic Seminars
Districtwide Assessments: PAST
High Frequency Words AIMSweb Screenings:
● Oral Reading Fluency
● Rapid Auto Naming (RAN)
● Reading Comprehension
● Vocabulary
Essential Questions: MODULE:
● How can people respond to injustice? READING:
● Who is telling the story?
● How do the stories people tell give insight into who they are?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
STAGE 3: LEARNING PLAN
First
Focus Question: What injustices did people face before the Civil Rights Act of 1964?
Estimated # of Lessons: 6 (Lessons 1-6)
● I can research to answer questions.
● I can listen to determine the main topic.
● I can understand more about the text by thinking about the illustrations.
● I can describe the connection between a series of historical events in a text.
Writers and Speakers
● I can collect evidence to show similarities and differences between two sources about the same topic.
● I can write informative paragraphs using information from different sources that include an introduction, topic statement, evidence, and conclusion.
Learning Activities for Reading and Writing:
Students with increased independence will…
what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with texts or artwork
● Use context clues or reference materials while reading to define and record unfamiliar words, including words with multiple meanings
● Use a range of strategies (question stems; sentence starters, accountable talk stems) for articulating questions and answers to build an understanding of a text
● Annotate to identify a main topic and supporting details within and across texts
● Identify and analyze sources to determine relevance to a research topic
● Gather and record evidence from two sources to research a topic or answer a research question
● Analyze illustrations within a text to identify how the visuals contribute to comprehension
● Use a writing planner to develop an informative paragraph that includes evidence from two sources
● Examine different texts and multimedia to determine text type, purpose, and the impact of repeated words/phrases (song lyrics)
Grammar Skills: Adverbs
Foundational Topics:
R controlled syllables
Resources:
Whole group: Wit and Wisdom Module 3
Text:
Martin Luther King, Jr. and the March on Washington, Frances E. Ruffin; illustrations, Stephen Marchesi
Ruby Bridges Goes to School: My True Story, Ruby Bridges
Photos:
■ U.S. Marshals Escorting Ruby Bridges, Associated Press
■ “Educational Segregation in the United States Prior to Brown V. Board of Education” (map), Wikipedia
Video:
Music:
■ “Dr. Martin Luther King Jr.: A Leader and a Hero,” Scholastic
■ “Ain’t Gonna Let Nobody Turn Me Around,” author unknown (spiritual), performed by Stephen Griffith
Fundations Unit: 8
Heggerty
Small Group:
Geodes Set 1: Brown v. Board of Education, etc. Prefixes to find meaning , adverbs, R controlled syllables Heggerty
Kilpatrick
Second Topic Focus Question:
What was Martin Luther King Jr.’s dream for the world?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about multimedia sources.
● I can identify the narrator’s (1st person) point of view & authors write from different points of view.
● I can understand more about the central message by thinking about the illustrations.
● I can identify the main topic and key details about a text and then take notes about it.
● I can determine the meaning of words and phrases in a text, and think about how repeated words add meaning to texts.
● I can tell the difference between a speech and an informational text.
● I can reread text to understand the author’s main idea or gather more evidence to support what I think.
● I can explain that texts are written from different points of view.
● I can choose different sources for research.
Writers and Speakers
● I can revise my writing.
● I can prepare for informative paragraphs by using evidence organizers to organize evidence from different sources.
● I can practice reading fluency when I perform speeches.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 7 (Lessons 7-13)
Essential Questions: MODULE:
● How can people respond to injustice?
READING:
● Who is telling the story?
● How do the stories people tell give insight into who they are?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with multimedia sources
● Collaborate with peers to grow and share ideas about multimedia sources
● Examine different texts and multimedia to determine text type, purpose, and the impact of repeated words/phrases (speeches)
● Analyze different types of texts/multimedia to determine point of view (first person = I)
● Reread a complex text to answer questions and develop comprehension
● Use context clues or reference materials while reading to define and record unfamiliar words
● Identify and analyze sources to determine relevance to a research topic or question
● Analyze historical photographs to build background knowledge and make inferences on a topic
● Identify a main topic and supporting details within and across texts
● Read and annotate to gather key details across sources that support a research topic or question
● Analyze an author’s use of repeated words/phrases to identify and explain a central message
● Analyze two texts to compare and contrast how similar points are presented by each author
● Use models, scaffolds, and evidence gathered to develop an informative paragraph that synthesizes evidence from across texts in response to a research question
● Use a guide or checklist to develop and revise writing
● Use teacher and peer feedback to revise writing
● Use a discussion protocol to share knowledge gained through research
Grammar Skills:
Adjectives, Adverbs, compound words
Prefix - re
Foundational Topics:
R controlled vowels (er, ir, ur)
Resources:
Whole group:
Wit and Wisdom Module 3
Text: I Have A Dream, Dr. Martin Luther King, Jr.; paintings, Kadir Nelson
■ “I Have a Dream” (audio recording)
Martin Luther King, Jr. and the March on Washington, Frances E. Ruffin; illustrations, Stephen Marchesi
Photos:
Poetry:
■ Selma to Montgomery March, Alabama, 1965, James Karales
■ U.S. Marshals Escorting Ruby Bridges, Associated Press
■ Civil rights march on Wash[ington], D.C., Library of Congress
■ Woman with camera and crowd at the March on Washington 1963, Library of Congress
■ “Words like Freedom,” Langston Hughes
Music:
■ “America (My Country, ‘Tis of Thee),” Samuel Francis Smith, performed by Stephen Griffith
Fundations Unit 8
Heggerty
Small Group:
Geodes Set 1:
Adjectives, adverbs, prefix re-, compound words Heggerty Kilpatrick
Third Topic Focus Question: How did Ruby Bridges respond to injustice?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about multimedia sources.
● I can identify a first person point of view.
● I can recognize how characters have different points of view and how that impacts the way a story is told.
● I can identify story elements.
● I can tell the difference between a biography and an autobiography.
● I can determine the meaning of words and phrases in a text, and think about how repeated words add meaning to texts.
● I can reread text to understand the author’s main idea better or gather more evidence to support what I think.
● I can compare important points across multimedia sources.
● I can tell the difference between a speech and an informational text.
● I can reread text to understand the author’s main idea or gather more evidence to support what I think.
● I can understand more about the text by thinking about the illustrations.
● I can identify how characters respond to major events and challenges in a text.
● I can identify the main topic and key details about a text and then take notes about it. Writers and Speakers
● I can describe narrative writing.
● I can “zoom” into a moment and describe details in a narrative paragraph.
● I can write narrative paragraphs describing a moment that include thoughts, feelings, and actions.
● I can revise my writing with help from others.
Learning Activities for Reading and Writing: Students with increased independence will…
Estimated # of Lessons: 10 (Lessons 14-23)
Essential Questions: MODULE:
● How can people respond to injustice?
READING:
● Who is telling the story?
● How do the stories people tell give insight into who they are?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with multimedia
● Analyze a text to determine point of view (first or third; biographical or autobiographical)
● Collaborate with peers to grow and share ideas about a text
● Use a graphic organizer to recount important story elements and events across a story
● Use models and scaffolds to examine the structure of a narrative moment within a story and set a purpose for writing
● Examine different texts and multimedia to determine text type, purpose, and the impact of repeated words/phrases (song lyrics)
● Analyze an author’s use of repeated words/phrases to identify and explain a central message in a text
● Use illustrations and a character’s thoughts, feelings, or actions to identify and explain a central message in a text
● Use models and scaffolds to plan and write a narrative moment (paragraph) from a character’s point of view
● Use a checklist to review and revise narrative writing
Grammar Skills:
Adjectives and Adverbs
Sentence variety
Suffix -ful
Foundational Topics:
Resources:
Whole group:
Wit and Wisdom Module 3
Text:
Ruby Bridges Goes to School: My True Story, Ruby Bridges
The Story of Ruby Bridges, Robert Coles; illustrations, George Ford
Music: “This Little Light of Mine,” Harry Dixon Loes, performed by Stephen Griffith
Fundations Unit 9
Heggerty
Small Group:
Geodes Set 2: Sampson’s Disguise
Adverbs, adjectives, sentence variety
Heggerty
Kilpatrick
Fourth Topic Focus Question: How did the Mendez family respond to injustice?
Estimated # of Lessons: 6 (Lessons 24-29)
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about multimedia sources.
● I can determine the central message.
● I can identify story elements.
● I can identify how characters respond to major events and challenges in a text.
● I can recognize how different characters have different points of view and how that impacts the way a story is told.
● I can identify the most important points in a text.
● I can identify how characters respond to major events and challenges in a text.
Writers and Speakers
● I can explain the end of the story and why it is important.
● I can write narrative paragraphs in the first person POV describing an experience that includes thoughts, feelings, and actions.
● I can revise my writing with help from others.
Learning Activities for Reading and Writing:
Students with increased independence will…
Essential Questions:
MODULE:
● How can people respond to injustice?
READING:
● Who is telling the story?
● How do the stories people tell give insight into who they are?
● What is the author trying to tell me in this story? How do I know?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Use a notice and wonder protocol to grow curiosity and connection with multimedia
● Collaborate with peers to grow and share ideas about multimedia
● Use a graphic organizer to recount important story elements and events across a story
● Use illustrations and a character’s thoughts, feelings, or actions to identify and explain a central message in a text
● Use models and scaffolds to examine an author’s use of closure in a narrative moment and set a purpose for writing
● Use models and scaffolds to plan and write a first-person narrative moment (paragraph), including temporal words and closure
● Use a checklist to review and revise narrative writing
Grammar Skills:
Compound words
Prefix uni-, bi, tri,
Foundational Topics:
R controlled syllables
Resources:
Whole group:
Wit and Wisdom Module 3
Text:
Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation, Duncan Tonatiuh
Video: “Sylvia Mendez and Sandra Mendez Duran,” Story Corps
Fundations Unit 9
Heggerty
Small Group:
Geodes Set 3: Just Like Jane, etc.
R controlled syllables (ar, or, er, ir, ur,) Heggerty
Kilpatrick
Fifth Topic Focus Question: How can people respond to injustice?
Learning Targets:
Readers, Researchers, and Listeners
● I can tell the difference between different points of view.
● I can determine a point from a text or multimedia source.
● I can understand more about the central message by studying the illustrations.
Writers and Speakers
● I can revise my writing using checklists to guide me.
● I can write a first person narrative paragraph describing a moment in time that includes thoughts, feelings, and actions.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 5 (Lessons 30-34)
Essential Questions:
MODULE:
● How can people respond to injustice?
WRITING:
● How do I communicate my thoughts and ideas about what I have read?
● Collaborate to organize ideas and evidence for a narrative response
● Use a writing organizer to plan, develop, and revise a first-person narrative response that describes a lesson learned from one of the inspirational historical figures from this module
● Use a guide or checklist to develop and revise writing
Course Name: Grade 2 ELA Unit Title: Good Eating: Changes for a Healthier You Est. # of Lessons: 30-40
Unit Overview:
Finally we explore how food can nourish your body and mind examining multimedia sources. We also read about and experience how people come together with food. We digest this information to process and apply our thinking to form opinions about healthy food choices.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
● RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
● RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
● RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
● RI.2.8 Describe how reasons support specific points the author makes in a text.
Writers and Speakers
● W2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section
● W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
● W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
● W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
observations)
● W.2.8 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Understandings
MODULE:
● Food can nourish a community like it nourishes our body.
READING:
● Authors use words, details, illustrations, and devices to tell a story or build knowledge.
● Effective readers clarify why an author has written a text (or parts of a text) to identify the author's intent for the reader informing, explaining, or entertaining.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces that support an opinion.
Knowledge
● Understand the process of digestion and the specific function of some organs.
● Conceptualize that food gives our body nutrients that we need to live.
● Identify the steps in the process of growing food (on a small and large farm).
● Recognize that communities come together around food for nourishment, too.
● Our digestive system works like a machine to take nutrients from food to keep our bodies healthy.
● The food we eat comes from small and large farms.
● Different foods provide different essential nutrients needed to stay healthy and some of those foods are vegetables.
Essential Questions
MODULE:
● How does food nourish us?
READING:
● How does this reading experience affect what I see, feel, or think?
● What is the purpose for reading this text?
● How do I choose the best evidence to support what I think?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can practice questioning to clarify understandings of a new text.
● I can build knowledge of the author’s purpose within and throughout the entire text including teaching, explaining, and entertaining the reader.
● I can use various text features to locate key facts or information in a text.
● I can take notes to gather evidence.
● I can research to answer questions.
● I can determine the meaning of words and phrases in a text.
● I can determine the author’s purpose of a text.
● I can identify reasons that support the point an author is making.
● I can form an opinion based upon the facts or the steps in a process I read about.
● I can research with others across texts and multimedia.
● I can ask and answer questions about multimedia sources (texts, illustrations, photographs).
● I can understand more about the main idea, characters and setting by studying the illustrations.
● I can tell the difference between opinion statements and facts.
End of Module Task
Look closely at the two images of plates. Which meal would you choose to nourish your body and why?
Support your response using evidence from the following sources:
■ Good Enough to Eat by Lizzy Rockwell
■ “Eating Your A, B, C’s ...” infographic
● I can identify story elements and recount the story.
● I can determine the meaning of words and phrases in a text to understand details.
● I can determine the central message by thinking about the problem/resolution or looking at the words and pictures.
● I can describe how the reasons support the point the author is trying to make.
Writers and Speakers
● I can do a shared research project using two sources to collect evidence to write an informative paragraph.
● I can gather and organize factual evidence to help me form an opinion to write about.
● I can write informative paragraphs that state a topic, develop it with evidence, and conclude by reinforcing the topic in a conclusion.
● I can write an informative paragraph that explains steps in a process using time words.
● I can use organizers to gather evidence that supports my opinion with reasons.
● I can rehearse what I want to write out loud with others before writing my paragraph.
● I can begin to write opinion paragraphs.
● I can conduct shared research using two sources to collect evidence to write an opinion paragraph.
● I can write an opinion paragraph with an introduction, opinion statement, reasons, evidence and conclusion statement.
● With guidance from adults and peers, I can revise my writing to strengthen it as needed.
● I can conduct research using two multimedia sources to collect evidence to write an opinion paragraph.
● I can revise my writing to include linking words.
Focusing Question Tasks
New-Read Assessments
Socratic Seminars
Districtwide Assessments: PAST
Power Words
AIMSweb Screenings:
● Oral Reading Fluency
● Rapid Auto Naming (RAN)
● Reading Comprehension
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
End of Module vocabulary assessment ● Vocabulary
3: LEARNING PLAN
First Topic Focus Question: How can food nourish my body?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about multimedia sources.
● I can take notes to gather evidence.
● I can research to answer questions.
● I can determine the meaning of words and phrases in a text.
● I can use various text features to locate key facts or information in a text.
● I can understand more about the main idea by comparing the illustrations.
● I can build knowledge of the author’s purpose by teaching, explaining, and entertaining the reader.
● I can describe how the reasons support the point the author is trying to make.
Writers and Speakers
● I can do a shared research project using two sources to collect evidence to write an informative paragraph.
● I can write informative paragraphs that state a topic, develop it with evidence, and conclude by reinforcing the topic in a conclusion.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 8 (Lessons 1-8)
Essential Questions:
MODULE:
● How does food nourish us?
READING:
● How does this reading experience affect what I see, feel, or think?
● What is the purpose for reading this text?
● How do I choose the best evidence to support what I think?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
● Use a notice and wonder protocol to grow curiosity and connection with texts, art, and/or multimedia
● Collaborate with peers to grow and share ideas ideas about a research topic
● Use a range of strategies (question stems; sentence starters, accountable talk stems) for articulating questions and answers to build an understanding of a text or other multimedia sources
● Use context clues or reference materials while reading to define and record unfamiliar words
● Identify and analyze sources to determine relevance to a research topic or question
● Identify and use various text features (glossary, index, bold words, table of contents, headings, subheadings, images, and captions) to build background knowledge and deepen comprehension
● Gather and record evidence to support a main topic in a shared research project
● Examine an informational text to identify its purpose (explain, inform, or describe)
● Analyze an informational text to determine a specific point an author is trying to make
● Identify key details in an informational text to support the point an author is trying to make
● Use a writing checklist to plan and develop an informative paragraph that answers a research question
Grammar Skills: Apostrophes in contractions
Foundational Topics:
Double vowel syllables
Resources:
Whole group:
Wit and Wisdom Module 4
Text: Good Enough to Eat: A Kid’s Guide to Food and Nutrition, Lizzy Rockwell
The Digestive System, Christine Taylor-Butler
The Digestive System, Jennifer Prior
Videos “Food and Family,” Nadine Burke
Visual Art
■ The Beaneater, Annibale Carracci
■ Cakes, Wayne Thiebaud
■ Two Cheeseburgers, with Everything (Dual Hamburgers), Claes Oldenburg
Fundations Unit 10
Heggerty
Small Group:
Geodes Set 1:The Inside Scoop, etc.
Apostrophes in contractions, double vowel syllables (ai, ay)
Heggerty Kilpatrick
Second Topic Focus Question: How can food nourish a community?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about multimedia sources (texts, illustrations, photographs).
● I can understand more about the main idea, characters and setting by studying the illustrations.
● I can tell the difference between opinion statements and facts.
● I can identify story elements and recount the story.
● I can determine the meaning of words and phrases in a text to understand details.
● I can determine the central message by thinking about the problem/resolution or looking at the words and pictures.
Writers and Speakers
● I can use organizers to gather evidence that supports my opinion with reasons.
● I can rehearse what I want to write out loud with others before writing my paragraph.
Estimated # of Lessons: 8 (Lessons 9-16)
Essential Questions:
MODULE:
● How does food nourish us?
READING:
● How does this reading experience affect what I see, feel, or think?
● What is the purpose for reading this text?
● How do I choose the best evidence to support what I think?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
● I can begin to write opinion paragraphs.
Learning Activities for Reading and Writing:
Students with increased independence will…
● Use a notice and wonder protocol to grow curiosity and connection with texts, art, and/or multimedia
● Collaborate with peers to grow and share ideas ideas about a text
● Use a range of strategies (question stems; sentence starters, accountable talk stems) for articulating questions and answers to build an understanding of a text or other multimedia sources
● Use key words/phrases to identify and practice creating opinion statements orally and in writing
● Use sentence frames and scaffolds to provide a summary of a story that includes the setting, characters, problem and solution
● Examine the use of words, phrases, and illustrations an author uses to better understand the characters and/or setting of a story
● Gather evidence from story elements and/or illustrations to identify and explain a central message
● Use models and scaffolds to understand the structure of an opinion paragraph and set a purpose for writing
● Use models and scaffolds to plan and write an opinion paragraph about a text
● Use a guide or checklist to review and revise writing
Grammar Skills:
Suffixes -ful, -less Reflexive pronouns
Apostrophes in possessives
Foundational Topics:
Double vowel syllables (ai, ay)
Resources:
Whole group:
Wit and Wisdom Module 4
Text: Bone Button Borscht, Aubrey Davis Stone Soup, Marcia Brown
Video: The Beaneater, Annibale Carracci
Fundations Unit 10
Heggerty
Small Group:
Geodes Set 2:Sick at Sea, etc. Double vowel syllables (ai, ay) Heggerty
Kilpatrick
Third Topic Focus Question: Where does nourishing food come from?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about multimedia sources (texts, illustrations, photographs).
● I can use text features to understand the author’s purpose.
Estimated # of Lessons: 5 (Lessons 17-21)
Essential Questions: MODULE:
● How does food nourish us? READING:
● How does this reading experience affect what I see, feel, or think?
● What is the purpose for reading this text?
● I can determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area.
● I can describe how the reasons support the point the author is trying to make.
Writers and Speakers
● I can gather and organize factual evidence to help me form an opinion to write about.
● I can write an informative paragraph that explains steps in a process using time words.
Learning Activities for Reading and Writing:
Students with increased independence will…
● How do I choose the best evidence to support what I think?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
● Use a notice and wonder protocol to grow curiosity and connection with a text
● Collaborate with peers to grow and share ideas ideas about a text
● Use a range of strategies (question stems; sentence starters, accountable talk stems) for articulating questions and answers to build an understanding of a text
● Gather facts and evidence from texts to build knowledge and form an opinion about a topic
● Use models and scaffolds to distinguish between the structures of different informative paragraphs (informative vs. steps in a process) and set a purpose for writing
● Examine text features to develop and support comprehension
● Use an evidence organizer to plan and develop an informative paragraph explaining steps in a process
● Use context clues or reference materials while reading to define and record unfamiliar words
● Analyze an informational text to determine a specific point an author is trying to make
● Identify key details in an informational text to support the point an author is trying to make
Grammar Skills:
Apostrophes in possessives
Commas in greetings and closing of letters
Foundational Topics:
Double vowel syllables (ee, ea, ey)
Resources:
Whole group:
Wit and Wisdom Module 4
Text: The Vegetables We Eat, Gail Gibbons “Fruit Veggie Swag”
The Digestive System, Christine Taylor-Butler
Try Something New,” Jamie Oliver
Fundations Unit 11
Heggerty
Small Group:
Geodes Set 3: Garden Study Commas in greetings and closings of letters, apostrophes in possessives
Heggerty Kilpatrick
Fourth Topic Focus Question: How can I choose nourishing foods?
Learning Targets:
Readers, Researchers, and Listeners
● I can practice questioning to clarify understandings of a new text.
● I can build knowledge of the author’s purpose within and throughout the entire text including teaching, explaining, and entertaining the reader.
● I can use various text features to locate key facts or information..
● I can determine the author’s purpose of a text.
● I can identify reasons that support the point an author is making.
● I can form an opinion based upon the facts or the steps in a process I read about.
● I can research with others across texts and multimedia.
Writers and Speakers
● I can conduct research using two multimedia sources to collect evidence to write an opinion paragraph.
● I can revise my writing to include linking words.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 6 (Lessons 22-27)
Essential Questions:
MODULE:
● How does food nourish us?
READING:
● How does this reading experience affect what I see, feel, or think?
● What is the purpose for reading this text?
● How do I choose the best evidence to support what I think?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
● Independently preview an informational text to articulate questions and answers and build background knowledge on a topic
● Gather facts and evidence from two texts on similar topics to build knowledge and form opinions
● Use context clues or reference materials while reading to define and record unfamiliar words
● Examine and compare text features to develop and support comprehension
● Analyze an informational text to determine a specific point an author is trying to make
● Identify key details in an informational text to support the point an author is trying to make
● Use a writing planner and evidence gathered across two multimedia sources to plan and write an opinion paragraph
● Use a guide or checklist to review and revise writing
Grammar Skills:
Punctuation, spelling, apostrophes in contractions and possessives, and sentence variety
Foundational Topics:
Double vowel syllables (oi, oy)
Resources:
Whole group:
Wit and Wisdom Module 4
Text: Good Enough to Eat, Lizzy Rockwell
Photo: Cakes Wayne Thiebaud
Video:
Food and Family,” Nadine Burke
“My Food Journey,” Nadine Burke
“Planting Seeds: The White House Garden and a Brooklyn School Farm”
Articles“Can Milk Make You Happy?,” Faith Hickman Brynie (Handout 27B)
Fifth Topic Focus Question: How does food nourish us?
Learning Targets:
Readers, Researchers, and Listeners
● I can determine the author’s purpose of a text.
● I can identify reasons that support the point an author is making.
● I can practice questioning to clarify understandings of a new text.
Writers and Speakers
● I can conduct shared research using two sources to collect evidence to write an opinion paragraph.
● I can write an opinion paragraph with an introduction, opinion statement, reasons, evidence and conclusion statement.
● With guidance from adults and peers, I can revise my writing to strengthen it as needed.
Learning Activities for Reading and Writing:
Students with increased independence will…
Estimated # of Lessons: 6 (Lessons 28-33)
Essential Questions:
MODULE:
● How does food nourish us?
READING:
● How does this reading experience affect what I see, feel, or think?
● What is the purpose for reading this text?
● How do I choose the best evidence to support what I think?
WRITING:
● How do I communicate my thoughts and ideas about what I’ve read?
● Gather facts and evidence from different texts on similar topics to build knowledge and form opinions
● Analyze two different works of art to compare artistic elements and the impact on the viewer
● Use a writing organizer to plan, develop, and revise a paragraph that synthesizes evidence from across texts and includes an introduction, opinion statement, two reasons, two pieces of evidence for each reason, temporal words, and a conclusion
● Use teacher and peer feedback to revise writing
● Use a guide or checklist to review and revise writing
● Use a discussion protocol to share research-based opinions using reasons and evidence
Grammar Skills:
Foundational Topics:
Double vowel syllables (oi, oy)
Resources:
Whole group:
Wit and Wisdom Module 4
Text:
Two Cheeseburgers, with Everything (Dual Hamburgers), Claes Oldenburg
“Debate! Should Sugary Drinks Be Taxed?,” TIME for Kids (Assessment 28A)
Fundations Unit 12
Heggerty
Small Group:
Geodes Set 4:
Double vowel syllables (oi, oy)
Heggerty Kilpatrick
SEPTEMBER-NOVEMBER (Module 1)
The Sea: Diving into the Depths
FOCUS OF THE STORY
The ocean can be both beautiful and dangerous. We start our year by exploring this complex ecosystem captured by poets, writers, artists, and scientists. We explore how they use words, images, and technology to gain knowledge and satisfy their curiosity about the sea.
LEARNING TARGETS
- I can use text features and illustrations to locate and use information efficiently, and ask/answer questions.
- I can determine main ideas in informational texts and find details to support the main ideas.
- I can determine the central message, lesson, or moral in literary texts and explain how it is shown through key details.
- I can compare how parts of two texts on the same topic are similar using important facts or details.
- I can introduce and explain a topic, by organizing and connecting my ideas in clear, well-organized paragraphs.
- I can plan, revise, and edit my writing with support from others.
Grade 3 English Language Arts
NOVEMBER-JANUARY (Module 2)
Outer Space: Soaring into the Stars
Next, we launch into outer space to explore the night sky's mystery, beauty, and vastness. By studying the work of scientists, astronauts, and artists, we take our curiosity into the solar system to answer questions and develop opinions about space exploration.
- I can identify how an author feels about a topic and draw conclusions.
- I can determine main ideas in informational texts and find details to support the main ideas.
- I can compare how parts of two texts on the same topic are similar using important facts or details.
- I can use text structures to show how historical or scientific events or ideas are connected.
- I can have an opinion about text that is the same or different from the author’s.
- I can write an essay to support my point of view with reasons and evidence.
JANUARY-MARCH (Module 3)
A New Home: Journeys
America is full of people from all around the world. Now, we explore America as a nation of immigrants and read about their journeys through various stories. With this knowledge, we create short narratives to share these immigrant experiences with others.
- I can describe the traits, motivations, or feelings of characters in a story and explain how their actions contribute to the sequence of events.
- I can retell a story in my own words, determine the central message, and explain how it is shown using key details.
- I can have a different opinion than the story's narrator or characters. I can compare and contrast the themes, settings, and plots of stories written by the same author or with similar characters.
- I can write a short narrative that describes a small moment.
MARCH-JUNE (Module 4)
Artists Make Art: Creative Process
Finally, we learn about artists and their work in different media, including dance, poetry, painting, and music. We explore and discuss texts that reveal the creative process of creating words, sounds, movements, or images.
- I can determine the meaning of words and phrases in a text.
- I can refer to parts of poems when writing or speaking about a text, using terms such as line and stanza to describe how each part builds on earlier sections.
- I can explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
- I can describe the logical connection between particular sentences and paragraphs in a text.
- I can research a topic using print and digital sources, take notes, and sort my evidence.
- I can write an essay that clearly states my opinion.
THE FOCUS OF THE STORY
LEARNING TARGETS
THE FOCUS OF THE STORY
LEARNING TARGETS
THE FOCUS OF THE STORY
LEARNING TARGETS
Unit Overview: The ocean can be both beautiful and dangerous. We start our year by exploring this complex ecosystem captured by poets, writers, artists, and scientists. We explore how they use words, images, and technology to gain knowledge and satisfy their curiosity about the sea.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
● RL.3.2 Determine main ideas and supporting details in informational texts and central messages in literary texts
● RI.3.9 Compare and contrast information from two texts on the same topic
● RI.3.5 Use text features to locate information on a topic efficiently
● RI.3.7 Analyze text illustrations to develop further understanding of information conveyed by the words in the text
Writers and Speakers
● W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly
● W.3.4 Produce writing in which the development and organization are appropriate to the task and purpose
● SL.3.1.b Follow agreed-upon rules for discussions
● L.3.1.a Explain the function of nouns and verbs in general and their functions in particular sentences.
● L.3.2.a Capitalize appropriate words in titles
● L.3.1.e. Form and use the simple verb tenses (I walked, I walk, I will walk)
● L. 3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
Understandings
MODULE EU:
● The ocean is a beautiful and mysterious ecosystem.
READING:
● Effective readers use key information, details, and features of the text to determine and explain its main ideas.
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
MODULE:
Essential Questions
● Why do people explore the sea?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● Effective readers analyze and synthesize texts presented in different formats to build and share knowledge.
WRITING:
● Effective writers use main ideas and supporting details to share knowledge about a topic.
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
Knowledge
● Text dependent questions - recall and inference
● Text features such as table of contents, index, glossary, captions, charts, graphs, maps
● Value of supporting details in clarifying the main idea
● Synthesize important information from two or more texts on the same topic
● Structure of informative/explanatory texts
● Organizational techniques such as sentence stems, linking words/phrases, and academic vocabulary
● Function and use of various parts of speech in complete sentences
● Figurative vs. literal language
● Capitalization rules for titles
● Knowledge of conventional spelling rules for Fundations Level 3 Units 1 - 3
● Scientists observe the ocean carefully to learn more about it.
● Squids and sharks are important to the sea's ecosystem.
● People develop technology to solve problems.
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
Skills (Framed as Learning Targets)
Priority Skills
● I can identify how an author feels about a topic and draw conclusions
● I can use text features and illustrations to locate and use information efficiently, and ask/answer questions about when, where, why, and how important events happen
● I can determine main ideas in informational texts and find details to support the main ideas
● I can compare how parts of two texts on the same topic are similar using important facts or details
● I can introduce and explain a topic, by organizing and connecting my ideas using facts, definitions, and details in clear, well-organized paragraphs
● I can plan, revise, and edit my writing with support from others
● I can use linking words and academic vocabulary to generate simple and compound sentences
Additional Skills
● I can determine the central message, lesson, or moral in literary texts and explain how it is shown through key details
● I can determine the meaning of important words and phrases in a text
● I can write for longer and shorter time frames (time for research, reflection and revision) for a variety of writing purposes.
Students use one or more of the module texts to write a multi-paragraph essay explaining why artists or scientists explore the sea.
Comprehension, Vocabulary, Fluency:
● Focus question tasks
● New read assessments
● Socratic Seminars/class discussions
● Vocabulary assessments
● Analysis of written responses (student journals)
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Optional: fluency passages
Foundational Skills:
● Fundations assessments
● Analysis of student writing for spelling & grammar
STAGE 3: LEARNING PLAN
First Topic Focus Question: How do artists explore the sea? Estimated # of Lessons: 9
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a poem.
● I can identify story elements.
● I can determine the central message of a poem, art, or story.
● I can determine the meaning of important words and phrases in a text.
● I can notice that I read fluently when I practice reading aloud.
● I can understand the connections between the illustrations and text.
● I can share what I know and think about art and texts.
● I can identify confusing or important information. Writers and Speakers
● I can write a topic statement for a paragraph.
● I can follow a plan for writing a paragraph.
● I can organize evidence and elaboration in a paragraph by deciding what is important to include or ignore.
● I can write an explanatory/informative paragraph with scaffolds and support.
Learning Activities for Reading and Writing: (Lessons 1-9)
Students with increased independence will…
Essential Questions: MODULE:
● Why do people explore the sea?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Analyze texts and art to determine details that reveal or support a central message
● Respond to text orally and in writing to explain comprehension
● Analyze words/phrases in a text to distinguish literal/figurative language and deepen comprehension
● Use a story map to identify narrative story elements and understand a story
● Use models and scaffolds to understand the structure of an explanatory paragraph and set a purpose for writing (painted paragraph; TEE; hand paragraph)
● Use discussion scaffolds to share ideas and develop an understanding of texts and artwork
● Use the elements of fluent reading to improve accuracy, phrasing, expression, volume, and pacing when reading orally
● Analyze an informational text to determine relevant details that support a topic or main idea
● Use context clues or reference materials while reading to define and record unfamiliar words
● Examine the relationship between text and illustrations to explain how the illustrations contribute to comprehension
● Use illustrations, repeated words/phrases, and text features to identify and explain a central message in a text
● Use models and scaffolds to write an explanatory paragraph about a text or piece of artwork
Grammar Topics:
Students with increased independence will…
● Examine multiple meanings of a word
● Examine and define nouns and verbs
● Experiment with the function of nouns and verbs in sentences
● Explain how a noun and a verb function to create a sentence
● Examine the meaning and function of adverbs
● Examine capital letters and titles
● Experiment with abstract nouns
● Identify and form possessives with singular nouns
● Examine the morphology of words
Foundational Topics:
● Closed-syllable concept
● Glued sounds
● Exceptions to closed syllable (olt, old, ost, ind, ild)
● Ck and tch spelling
● W and qu effect on a /Ö/
Second Topic Focus Question: Why and how do scientists explore the sea?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about a text and/or illustrations.
● I can identify the main idea and supporting details of a text.
● I can identify the central message of a text.
● I can determine the meaning of important words and phrases in a text.
● I can notice and explain how the sequence or organization of the text and illustrations work together to make meaning.
● I can notice and explain how text features and structure help me understand more about a topic.
● I can distinguish the literal and nonliteral meaning of words and phrases
● I can use context clues or text features to build vocabulary on a topic
● I can summarize a text.
● I can annotate when gathering information from multiple sources (books, videos)
Writers and Speakers
● I can gather and organize evidence from texts and illustrations
● I can write a summary that includes a main idea
Estimated # of Lessons: 9
Essential Questions:
MODULE:
● Why do people explore the sea?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
and supporting details
● I can participate in discussions to show what I know and think.
● I can write a topic and conclusion sentence
● I can write a 2 paragraph explanatory essay that includes evidence I have learned from texts
● I can plan, revise, and edit my writing with support from others.
Learning Activities for Reading and Writing: (Lessons 10-18)
Students with increased independence will…
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Compare text with illustrations to explain how visuals and text structure contribute to comprehension
● Use a range of strategies (question stems; sentence starters, accountable talk stems) for articulating questions and answers to build an understanding of a text
● Annotate (sticky notes, highlighters, notes in margin, anchor charts, planners, etc.) to identify important events and key details in multimedia (texts, videos)
● Read and gather evidence to support and explain a main idea or central message
● Identify and use text features (ex. thought bubbles; quotations) to deepen understanding
● Analyze word choices/new vocabulary to gain a better understanding of a topic
● Use annotations and organizers to summarize texts orally and in writing to develop comprehension
● Collaborate with peers to grow, share, and present ideas about a topic
● Use models and scaffolds to write explanatory paragraphs about a text or piece of artwork
● Craft a multi-paragraph response using evidence from multiple sources to teach an audience about a topic
● Use teacher and peer feedback to revise and strengthen writing
Grammar Topics:
Students with increased independence will…
● Examine word meanings and relationships
● Examine using morphemes to determine the meaning of words
● Examine with compound sentences
● Experiment with figurative language (literal & non-literal)
● Experiment with using spelling rules to form the simple past tense
● Examine/experiment real-life connections between words and their use
Foundational Topics:
● Review suffixes
● Plurals s/es
● Irregular plurals
● ed sounds /t/ /d/ /ed/
● 1-1-1 spelling rule
Third Topic Focus Question: Why and how do scientists study sea creatures?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions before, during, and after I read.
● I can identify the main idea & central message with supporting details.
● I can use text features and illustrations to help
Estimated # of Lessons: 12
Essential Questions: MODULE:
● Why do people explore the sea? READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
explain more about a topic or main idea.
● I can use text structures to understand what I read.
● I can practice reading aloud with others to be a fluent reader.
Writers and Speakers
● I can gather and organize evidence from texts and illustrations.
● I can use linking words to connect my ideas.
● I can write a summary that includes a main idea and supporting details
● I can participate in discussions to share what I know and think
● I can use a planner to help me elaborate when writing explanatory paragraphs.
● I can plan, revise, and edit my writing with support from others.
Learning Activities for Reading and Writing: (Lessons 19-30)
Students with increased independence will…
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Read and gather evidence to support and explain a main idea or central message
● Identify and use text features to support a main idea and deepen understanding
● Collaborate with peers to grow, share, and present ideas about a topic
● Use annotations and organizers to summarize texts orally and in writing to develop comprehension
● Use an evidence organizer to analyze how an author structures a text and the importance of grouping related information together
● Annotate (sticky notes, highlighters, notes in margin, anchor charts, planners, etc.) to identify similarities, differences and gather new information presented in multimedia (texts, videos)
● Use a writing planner to develop and organize ideas for an informative presentation on a topic
● Use a writing planner to develop and organize ideas for an explanatory paragraph or essay
● Use teacher and peer feedback to revise and strengthen writing
Grammar Topics:
● Experiment with using a dictionary to clarify the meaning of “habitat” (Frayer Model)
● Examine/experiment shades of meaning
● Experiment with clarifying academic vocabulary
● Experiment with related words
● Examine using conventional spelling rules for adding suffixes to create the simple past
● Examine choosing words and phrases for effect
● Capital letters
● Examine adjectives
● Experiment with compound sentences
Foundational Topics:
● Review vowel-consonant-e syllables
● Spelling of /k/ in a v-e syllable
● S saying /z/ between two vowels
● Review division of multisyllabic words
● Two-syllable words with closed syllables
● Two-syllable words with closed and vowel-consonant-e syllables
● Spelling multisyllabic words
● V-e at the end of a word
● “ive” as a suffix
● Silent e spelling rule
● Identifying schwa
● Reading and spelling words with a schwa in an unaccented syllable
● “et” spelling at the end of words such as “jacket”
Fourth Topic Focus Question: Why do people explore the sea?
Learning Targets:
Readers, Researchers, and Listeners
● I can gather information and take notes using a variety of sources. Writers and Speakers
● I can plan an essay that identifies evidence to explain “why”.
● I can write an explanatory essay.
● I can edit and revise my writing based on feedback from a peer reviewer
Learning Activities for Reading and Writing: (Lessons 31-32)
Students with increased independence will…
Estimated # of Lessons: 2
Essential Questions:
MODULE:
● Why do people explore the sea?
READING:
● How do I determine what is important in a text?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Use a writing planner to develop an explanatory essay aligned to task, purpose, and audience
● Synthesize evidence from multiple sources to support points in a response
● Use a guide or checklist to develop and revise writing
Course Name: Grade 3 ELA Unit Title: Module 2; Outer Space; Soaring into the Stars Est. # of Lessons: 30-40
Unit Overview:
Next, we launch into outer space to explore the mystery, beauty, and vastness of the night sky. By studying the work of scientists, astronauts, and artists, we take our curiosity into the solar system to answer questions and develop opinions about space exploration.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
● RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
● RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
● RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
● RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area
● RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
● RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Writers and Speakers
● W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
● W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.3.2A Introduce a topic and group related information together; include illustrations when useful to aid comprehension.
● W.3.2B Develop the topic with facts, definitions, and details.
● W.3.2C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
● W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
● W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
● W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Understandings
MODULE:
● Space continues to challenge our imagination and power our innovations.
READING:
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
● Effective readers analyze, infer and synthesize texts presented in different formats to build and share knowledge.
● Authors use literal and figurative language to engage audiences and create meaning.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
● Effective writers use main ideas and supporting details to share knowledge about a topic.
● Effective writers make thoughtful choices about content, language, and style to convey their opinion to an audience.
Knowledge
● Text dependent questions - recall and inference
● Value of supporting details in clarifying the main idea
● Synthesize important information from two or more texts on the same topic
● An author’s use of text structure to organize a text and highlight key ideas and show relationships
● How to use facts and details to draw conclusions and form opinions
Essential Questions
MODULE:
● How do people learn about space?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Priority Skills
● I can identify how an author feels about a topic and draw conclusions.
● I can determine main ideas in informational texts and find details to support the main ideas.
● I can compare how parts of two texts on the same topic are similar using important facts or details.
● I can use text structures to show how historical or scientific events or ideas are connected.
● Figurative vs. literal language
● Structure of informative/explanatory texts
● Structure of opinion writing
● How to generate simple, compound, and complex sentences
● Function and use of coordinating and subordinating conjunctions.
● Organizational techniques such as sentence stems, linking words/phrases, and academic vocabulary
● Function and use of various parts of speech in complete sentences
● Knowledge of conventional spelling rules for Fundations Level 3 Units 1 - 6
● People learn about space through technology, art, and literature.
● Galileo Galilei contributed significantly to the modern understanding of space.
● The astronauts of Apollo 11 participated in an historic event that put people on the moon.
● I can have an opinion about text that is the same or different from the author’s.
● I can write an essay to support my point of view with reasons and evidence.
Additional Skills
● I can determine the meaning of important words and phrases in a text
● I can introduce and explain a topic, state an opinion, and organize and connect my ideas using facts, definitions, and details in clear, well-organized paragraphs, and provide a conclusion
● I can use coordinating and subordinating conjunctions, linking words, and academic vocabulary to generate simple, compound, and complex sentences
● I can plan, revise, and edit my writing with support from others
● I can write over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or day or two) for a range of discipline- specific tasks, purposes and audiences.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Your class is creating a website called “Learning About Space.” Post an essay to the website that answers this question: In your opinion, what is the most important thing people have done to learn about space?
Formative Assessment
● Focus question tasks
● New read assessments
● Socratic Seminars/class discussions
● Analysis of written responses (student journals)
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Vocabulary assessments
● Optional: fluency passages
STAGE 3: LEARNING PLAN
First Topic Focus Question: How do people learn about space?
Learning Targets:
Readers, Researchers, and Listeners
● I can use checklists to help me remember what I have to do.
● I can use rubrics to guide my work.
● I can discuss what I know and think with others.
● I can develop a topic by determining facts, definitions, and details.
Estimated # of Lessons: 12
Essential Questions:
MODULE:
● How do people learn about space?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● I can keep track of events in the order they happened in the text.
● I can retell information from the text.
● I can understand the reason for actions and reactions in books and art.
● I can see how author’s use language to describe ideas in different ways.
● I can determine what is important when I read.
● I can determine the main idea or central message by using text features and illustrations.
Writers and Speakers
● I can write a paragraph to explain.
● I can rehearse my writing by sharing my thoughts and plans with others.
● I can collaborate and present what I have learned.
● I can use words and phrases to show the order of events.
● I can include the main idea and summarize the important details when I write a conclusion paragraph.
● I can tell the reader the most important thing I want them to know and why in my conclusion paragraph.
● I can use writing organizers to guide my writing.
● I can edit and revise my writing.
Learning Activities for Reading and Writing: (Lessons 1-12) Students with increased independence will…
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use a notice and wonder organizer to grow curiosity and connection with a text or artwork
● Use a speaking and listening checklist/rubric to learn how to share ideas or knowledge about texts and artwork
● Use a discussion protocol to grow and share ideas or knowledge about texts and artwork
● Read and annotate to build background knowledge, gather evidence, and form opinions on an individual or topic
● Annotate to record and keep track of important events in sequence, as a chronological note taking strategy (timeline)
● Use evidence gathered to sequence and retell important events or key details
● Examine the cause and effect text structure to identify relationships among ideas presented within and among texts
● Compare texts and illustrations to identify and explain an author’s use of figurative language (literal vs non literal meaning)
● Analyze the use of text features to determine main ideas and deepen comprehension
● Compare texts and/or illustrations to identify and explain the central message or theme
● Use context clues and reference materials to analyze word choices/new vocabulary to gain a better understanding of the topic
● Use evidence gathered from multiple sources to answer questions and plan a written response
● Use models and scaffolds to understand the structure of an explanatory essay and set a purpose for writing
● Use a writing planner to develop and organize ideas for an explanatory paragraph or essay
● Use models and scaffolds to write an explanatory paragraph about a text or piece of artwork
● Use models and scaffolds to develop a conclusion paragraph for an explanatory essay
● Use a guide or checklist to develop and revise writing
Grammar Topics:
Students with increased independence will…
● Examine/experiment with adjectives and practice using them in a sentence
● Choose the synonyms that best replace words in two different sentences
● Explore shades of meaning
● Examine, experiment, and write compound sentences
● Explore content vocabulary
● Examine coordinating conjunctions
● Explore academic/content vocabulary
● Examine, experiment, and execute using adverbs
● Examine word choice
● Examine the morphology of words
● Examine, experiment with, and execute using subordinating and coordinating conjunctions
● Execute using complex sentences
● Examine the prefix dis-
● Excel at creating sentence variety
● Explore literal and nonliteral language
● Examine, experiment with, and execute using pronouns
● Identify real-life connections between words and their use
● Revise a text for style and conventions
Foundational Topics:
● Ve at the end of a word (v never ends words in English)
● Ive as a suffix
● Silent e spelling rule
● Identifying schwa
● Reading words with a schwa in an unaccented syllable
● Spelling words with a schwa in an unaccented syllable
● -et spelling at the end of words such as jacket
● Open-syllable review
● Y as a vowel /ī/ and /ē/.
● Schwa in an open syllable with a
● Schwa in an open syllable with i
● Open-syllable exception
● Soft c: ce, ci, cy→ reading
● Soft g: ge, gi, gy→ reading
Second Topic Focus Question: How did the astronauts of Apollo 11 learn about space?
Learning Targets: Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can identify the difference between fact and opinion
● I can identify the differences between fiction and informational text.
● I can retell important events in time order.
● I can study illustrations and notice details.
● I can identify text features and explain their purpose.
● I can determine the meaning of important words and phrases in a text.
● I can determine different points of view by looking at illustrations and reading text.
Estimated # of Lessons: 14
Essential Questions:
MODULE:
● How do people learn about space?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more
● I can compare and contrast different points of view by using text evidence.
● I can identify the central message.
● I can have an opinion about text that is the same or different from the author’s
● I can use text structures to show how historical or scientific events or ideas are connected Writers and Speakers
● I can make an opinion statement with two supporting reasons.
● I can use linking words in my writing
● I can write an introduction paragraph to introduce a topic, state an opinion, and provide two reasons.
● I can plan, revise, and edit my writing with support from others.
● I can write body paragraphs that support an opinion, have strong evidence and a conclusion.
● I can write a conclusion paragraph that restates the main idea, summarizes important details, and gives an important message to the reader.
● I can understand the structure of an opinion paragraph (introduce topic, opinion statement, reason, evidence, elaboration, conclusion).
● I can write an opinion essay.
● I can write for longer or shorter periods of time, depending on my writing task and audience.
Learning Activities for Reading and Writing: (Lessons 13-26) Students
with increased independence will…
readable?
● Use a notice and wonder organizer to grow curiosity and connection with a text or artwork
● Analyze text introductions to understand their structure and importance (explanatory vs. opinion)
● Use evidence gathered to sequence and retell important events or key details
● Read and annotate to build background knowledge, gather evidence, and form opinions on an individual or topic
● Collaborate with peers to grow, share, and present ideas about an opinion or topic
● Use context clues or reference materials while reading to define and record unfamiliar words
● Analyze words/phrases in a text to distinguish literal and figurative language and deepen comprehension
● Analyze direct quotations within a text to develop and clarify understandings
● Annotate to record and keep track of important events in sequence, as a chronological note taking strategy (timeline)
● Analyze texts and illustrations to find evidence that shows various points of view
● Examine and explain a point of view presented in a text to add to the understanding of a main idea
● Use illustrations, repeated words/phrases, and text features to identify and explain a central message in a text
● Use models and scaffolds to understand the structure of an opinion essay and set a purpose for writing
● Use models, scaffolds, and evidence gathered to plan and develop the different parts of an opinion essay
● Use teacher and peer feedback to revise and strengthen writing
Third Topic Focus Question: How do artists and writers help people learn about space?
Learning Targets: Readers, Researchers, and Listeners
● I can identify story elements.
● I can understand why character relationships
Estimated # of Lessons: 8
Essential Questions: MODULE:
● How do people learn about space?
READING:
change.
● I can see that authors use repetition to help me understand the central idea.
● I can determine the meaning of important words and phrases in a text.
● I can think about the beginning and ending of the story to help me understand the central message.
● I can determine if a book or art will or will not help me research a topic.
Writers and Speakers
● I can explain why writers use linking words.
● I can understand why and how writers research.
● I can organize my research and summarize my findings.
● I can participate in discussions to show what I know and think.
● I can write an opinion essay, using a writing planner.
● I can plan, revise, and edit my writing with support from others.
Learning Activities for Reading and Writing: (Lessons 27-34)
Students with increased independence will…
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Annotate to identify important story elements and/or details that build comprehension
● Use sentence stems to organize and connect ideas when responding in writing to a text
● Gather and record evidence to show how a character (or a character’s relationship with another character) changes over time
● Use illustrations, repeated words/phrases, beginnings/endings, and settings to identify why characters (or their relationships) change, and determine a central message of a story
● Use an inquiry process to orient to and prepare for a research project
● Compare texts to determine the relevance or usefulness as a resource in research
● Use a research organizer to generate questions, record evidence, and summarize findings from various sources
● Use a discussion protocol to grow and share ideas or knowledge about texts and artwork
● Use a writing planner to develop and organize ideas for an opinion essay
● Use teacher and peer feedback to revise and strengthen writing
Fourth Topic Focus Question: How do people learn about space?
Learning Targets:
Readers, Researchers, and Listeners
● I can read, take notes, organize my ideas and form opinions on a topic.
Writers and Speakers
● I can write an opinion essay.
● I can use a checklist or rubric to develop, revise, and edit my writing with support from others.
Estimated # of Lessons: 2
Essential Questions:
MODULE:
● How do people learn about space?
READING:
● How do I determine what is important in a text?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Learning Activities for Reading and Writing: (Lessons 35-36)
Students with increased independence will…
● Gather evidence from multiple sources to support points in a response
● Use models, scaffolds, and evidence gathered to develop a research-based opinion essay describing the most important way to learn about space
● Use a guide or checklist to develop and revise writing
Unit Overview:
America is full of people from all around the world. Now we explore America as a nation of immigrants and read about their journeys through various stories. With this knowledge, we create short narratives to share these immigrant experiences with others.
STAGE 1: DESIRED RESULTS
Established
Readers, Researchers, and Listeners
● RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
● RI 3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
● RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
● RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
● RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.
● RL 3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
● RL 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Writers and Speakers
● W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
● W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
● W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process
MODULE:
purposes, and audiences.
Understandings
● Immigrants face challenges as they make a home in a new country as they mesh their traditions with a new culture.
READING:
● Authors use character traits and motivations to drive the plot of a story and reveal themes.
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
● Effective readers can identify and understand various perspectives to develop a more informed view of what happened.
● Effective readers can identify similarities and differences in themes, settings, and plots of stories to demonstrate understanding.
WRITING:
● Effective writers make thoughtful choices about content, language, and style to convey their story to an audience.
Knowledge
● The difference between character traits vs. feelings
● How an author develops characters, settings and plot
● Story maps to organize story elements and monitor comprehension of a fictional text
● How to use facts and details to draw conclusions and form opinions
● Story elements to identify or compare settings, characters, and themes
● Narrative structure of a story
● Function and appropriate use of dialogue
● Descriptive language to show a character’s thoughts, feelings, or actions
● Figurative vs. literal language
● Function and use of various parts of speech to form complete sentences
● Knowledge of conventional spelling rules for Fundations Level 3 Units 1 - 10
MODULE EQ:
Essential Questions
● How do stories help us understand immigrant experiences?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Priority Skills
● I can identify how a character changes through a story and determine lessons learned
● I can describe the traits, motivations or feelings of characters in a story and explain how their actions contribute to the sequence of events.
● I can retell a story in my own words, determine the central message, and explain how it is shown using key details.
● I can have a different opinion than the narrator or the characters in a story.
● I can compare and contrast the themes, settings, and plots of stories written by the same author or with similar characters.
● I can write a short narrative that describes a small moment: Introduce a situation and characters with descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations; use dialogue; organize a series of events in sequential order; and provide a conclusion
Additional Skills
● I can determine the meaning of important words and phrases in a text
● I can produce writing in which the development and organization are appropriate to the task and purpose.
● I can write over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or day or two) for a range of discipline- specific tasks, purposes and audiences.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Write a short narrative that describes a moment from one of the module texts.
Formative Assessment
● Focus question tasks
● New read assessments
● Socratic Seminars/class discussions
● Vocabulary assessments
● Analysis of written responses (student journals)
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Optional: fluency passages
3: LEARNING PLAN
First Topic Focus Question: What challenges do immigrants face in a new country?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can talk and write about how illustrations are the same and different.
● I can have an opinion that is different from the narrator or character.
● I can identify story elements and important details when I read.
● I can describe the traits, motivations or feelings of characters in a story.
● I can identify who is telling the story. (POV- firstperson or third-person)
● I can analyze the author's use of words to explain more about the character.
● I can use strategies to find the central message of a story.
● I can use illustrations to learn more about the characters.
● I can have a different opinion than the narrator or the characters in a story.
● I can compare and contrast the themes, settings, and plots of stories written by the same author or with similar characters.
Estimated # of Lessons: 15
Essential Questions:
MODULE EQ:
● How do stories help us understand immigrant experiences?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
STAGE
Writers and Speakers
● I can participate in discussions to show what I know and think
● I can describe how characters are similar and different.
● I can plan my writing by using graphic organizers.
● I can rehearse my writing by sharing my thoughts with others before I write.
● I can plan and write an essay that compares two stories by the same author.
● I can revise and edit to strengthen my writing.
Learning Activities for Reading and Writing: (Lessons 1-15)
Students with increased independence will…
● Use a notice and wonder organizer to grow curiosity and connection with a text or artwork
● Analyze text introductions to understand their structure and importance
● Use models, scaffolds, and evidence gathered to collaboratively plan and develop an explanatory introduction paragraph (Hook, HIT, TEE)
● Use a graphic organizer to examine plot elements, understand the structure of a narrative story, and record key details
● Examine how a character’s actions, thoughts, and feelings drive the plot of a story
● Use a discussion protocol to grow and share ideas about a story
● Analyze different parts of stories to determine narration (first or third) and understand point of view
● Analyze words, phrases, and/or dialogue in a story to understand a character’s actions or feelings
● Use illustrations, repeated words/phrases, beginnings/endings, and how characters change throughout a story to identify a central message or theme
● Use sentence stems and story evidence to explain or write about how characters or topics are similar and different
● Identify and explain the symbols an author uses to support a central message or theme
● Analyze a text and its corresponding illustration to infer character feelings or form an opinion
● Use models, scaffolds, and evidence gathered to plan and develop an essay that compares and contrasts plots of two stories written by the same author
● Use a guide or checklist to develop and revise writing Grammar Topics:
Students with increased independence will…
● Examine/experiment with academic, content, and module vocabulary
● Experiment with possessives
● Experiment with singular and plural possessive nouns
● Examine subject-verb agreement
● Examine pronoun and -antecedent pronouns
● Examine punctuation in dialogue
● Examine reaction words
● Excel with revision
● Experiment with and use commas in addresses
● Experiment with and use abstract nouns
● Examine and use irregular plural nouns
● Examine and experiment with regular and irregular verbs
● Form and use irregular verbs
● Compose and punctuate dialogue
Foundational Topics:
● Plural words with y and o
● Y and suffix spelling rule
● Final stable syllable
● Consonant-le
● tion/sion
● Consonant -le/exception
● Consonant -le/adding suffixes
● R controlled words
● or and ward as a suffix
● 1-1-1 rule with r controlled words
● Double vowels
● Double vowel syllable
● Additional sounds: eigh, ei, ea, ie, igh, o, ui
● Adding suffixes to double vowel words
● Double vowel exception
Second Topic Focus Question: Why do people immigrate to America?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about what I read.
● I can identify ways authors interest readers at the beginning of a text.
● I can take notes in the form of a timeline.
● I can determine central messages.
● I can have a different opinion than the narrator or the characters in a story.
● I can ask and answer questions to show I understand what I am reading.
● I can determine the meaning of important words and phrases in a text.
● I can keep track of important events in text when reading.
Writers and Speakers
● I can write an introduction that interests the reader and gets them ready for my story.
● I can write a narrative response in a letter format.
● I can write a short narrative that describes a small moment.
● I can write for a purpose or for a specific audience.
● I can edit and revise my writing.
Learning Activities for Reading and Writing: (Lessons 16-24)
Students with increased independence will…
Estimated # of Lessons: 9
Essential Questions: MODULE EQ:
● How do stories help us understand immigrant experiences?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use a notice and wonder organizer to grow curiosity and connection with a text or illustration
● Use introduction exemplars to identify ways authors use plot elements to engage and inform the reader at the beginning of a story
● Annotate to record and keep track of important events in sequence, as a chronological note taking strategy (timeline)
● Use context clues or reference materials while reading to define and record unfamiliar words
● Compare texts and/or illustrations to identify and explain the central message or theme
● Use a discussion protocol to grow and share ideas or knowledge about texts and artwork
● Use evidence gathered from multiple sources to answer questions and plan a written response
● Use models and scaffolds to develop a narrative introduction that engages and orients the reader to a story
● Use a writing planner to develop a sequenced, narrative response aligned to task, purpose, and audience
● Use teacher and peer feedback to strengthen and revise writing
Third Topic Focus Question:
How do immigrants respond to challenges in a new country?
Learning Targets:
Readers, Researchers, and Listeners
● I can keep track of characters and important events in the story/text when reading.
● I can ask and answer questions about what I read.
● I can determine the meaning of important words and phrases in a text.
Writers and Speakers
● I can include dialogue in my narrative writing.
● I can use words and phrases to show the passing of time in my narrative writing.
● I can write a conclusion that shows how the conflict is resolved and what happens to the characters in my story.
● I can edit and revise my writing.
Learning Activities for Reading and Writing: (Lessons 25-33)
Students with increased independence will…
Estimated # of Lessons: 9
Essential Questions:
MODULE EQ:
● How do stories help us understand immigrant experiences?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use a notice and wonder organizer to grow curiosity and connection with a text or illustration
● Annotate to record and keep track of important events in sequence, as a chronological note taking strategy
● Annotate to identify important story elements and/or details that build comprehension
● Evaluate dialogue within a text to understand the function and purpose in narrative writing
● Analyze an author’s use of words and phrases to identify a central message or determine relationships within and among texts (repetition)
● Use context clues or reference materials while reading to define and record unfamiliar words
● Use models and scaffolds to develop effective dialogue aligned to key events in a narrative response
● Use models and scaffolds to develop a narrative conclusion that provides a resolution and sense of closure
● Use teacher and peer feedback to strengthen and revise writing
Fourth Topic Focus Question: How do stories help us understand immigrants’ experiences?
Learning Targets:
Readers, Researchers, and Listeners
● I can collaborate with others to present what I have learned. (tableau)
● I can understand a character’s point of view.
Writers and Speakers
● I can write a short narrative that describes a small moment.
● I can edit and revise my writing.
Estimated # of Lessons: 2
Essential Questions:
MODULE EQ:
● How do stories help us understand immigrant experiences?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Learning Activities for Reading and Writing: (Lessons 34-35)
Students with increased independence will…
● Collaborate in groups to create a dramatic presentation that synthesizes details across sources in preparation for a narrative essay highlighting a character’s point of view
● Use a writing planner to develop a sequenced, narrative response aligned to task, purpose, and audience
● Use a guide or checklist to develop and revise writing
Unit Overview:
Finally, we learn about artists and their work in different media, including dance, poetry, painting, and music. We explore and discuss texts that reveal the creative process of creating words, sounds, movements, or images
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
● RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
● RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
● RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
● RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
● RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
● RI.3.6 Distinguish their own point of view from that of the author of a text.
● RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Writers and Speakers
● W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
● W.3.7 Conduct short research projects that build
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
knowledge about a topic.
● W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
● W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Understandings
MODULE:
● Learning about artists and their work helps us gain insight into our society and culture.
READING:
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
● Effective readers analyze, infer and synthesize texts presented in different formats to build and share knowledge.
● Authors use literal and figurative language to engage audiences and create meaning.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
● Effective writers use main ideas and supporting details to share knowledge about a topic.
● Effective writers make thoughtful choices about content, language, and style to convey their ideas to an audience.
Knowledge
● Figurative vs. literal language
● Structure of a poem
● How art (illustrations, paintings, poetry, dance, music, etc.) invokes unique emotional responses
● Elements of art and art-related vocabulary
● How to take brief notes on a topic and sort into categories
● How to navigate websites and use digital search tools and text features
● Biography genre
● Organizational techniques such as sentence stems, linking words/phrases, and academic vocabulary
● Knowledge of conventional spelling rules for Fundations Level 3 Units 1 - 12
Essential Questions
MODULE:
● What is an artist?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Priority Skills
● I can determine the meaning of words and phrases as they are used in a text
● I can refer to parts of poems when writing or speaking, using terms such as line and stanza
● I can explain how certain parts of a text’s illustrations contribute to what is conveyed by the words
● I can identify the obstacles and accomplishments of influential artists
● I can describe how parts of a text builds upon earlier sections
● I can use text features and digital search tools to locate information related to my topic
● I can gather facts and details from more than one
● Art encompasses the visual arts, dance, music, and poetry.
● Artists use their imagination in different formats.
● Artists teach us to see the world in different ways.
● The challenges that artists face can serve as an inspiration to us.
● Marian Anderson, Alvin Ailey, Jackson Pollock, William Carlos Williams, and Charles Demuth were groundbreaking artists who changed the way we see the world.
● Choreography is the art of dance.
● Spirituals are an important genre of music.
● Artists use talent, creativity, imagination, and determination to succeed.
source (print or digital), organize my information, and put it in my own words in a multi-paragraph research essay
● I can introduce my topic, develop my writing by including facts, definitions, details, and illustrations, and provide a conclusion
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Research the life and work of Alvin Ailey, William Carlos Williams, Jackson Pollock, or Marian Anderson, and then write a multiparagraph essay answering the following question: “Why is the artist important?” Begin each paragraph with a topic sentence, and develop your explanation with details and evidence from multiple texts. Include a thesis statement, connect your ideas with linking words, and include a closing sentence in each paragraph.
Formative Assessment
● Focus question tasks
● New read assessments
● Socratic Seminars/class discussions
● Vocabulary assessments
● Analysis of written responses (student journals)
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Optional: fluency passages
STAGE 3: LEARNING PLAN
First Topic Focus Question: What inspires artists? Estimated # of Lessons: 9
Learning Targets:
Readers, Researchers, and Listeners
● I can identify story elements and important details when I read.
● I can determine the meaning of words by using clues from the author.
● I can describe the difference between the literal and figurative uses of words or phrases in a text.
● I can listen to a speaker and determine when to add my thoughts and ideas.
● I can determine central messages.
● I can notice how authors organize information in a book.
● I can research a topic using print and digital sources, take notes, and sort my evidence
Writers and Speakers
● I can identify parts of an explanatory essay
Essential Questions: MODULE:
● What is an artist?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● I can write a thesis statement that tells the reader what the central message of the essay is and introduces the supporting points.
● I can plan my writing by using graphic organizers.
● I can rehearse my writing by sharing my thoughts (the plan) with others before I write.
Learning Activities for Reading and Writing: (Lessons 1-9)
Students with increased independence will…
● Use a notice and wonder organizer to grow curiosity and connection with a text
● Use context clues or reference materials while reading to define and record unfamiliar words
● Analyze word choices and meanings to differentiate between literal and figurative language
● Annotate to identify important story elements and/or details that build comprehension
● Read and annotate to build knowledge on an individual or topic (artists’ inspiration and contributions)
● Use a discussion protocol to grow and share ideas or knowledge about texts and artwork
● Identify key details in a text to reveal central messages or themes
● Use a graphic organizer to collect information over time in preparation for a research-based explanatory essay
● Use models and scaffolds to understand the structure of an explanatory essay and set a purpose for writing (develop a thesis statement; painted essay)
● Use a writing planner to develop and organize ideas for an explanatory essay
● Collaborate with teachers and peers to rehearse ideas for a draft explanatory essay
Grammar Topics:
Students with increased independence will…
● Examine and explore content and academic vocabulary
● Use a dictionary
● Experiment with speaking and writing conventions
● Examine, experiment with, and execute using comparative and superlative adjectives and adverbs
● Revise for spelling
● Execute spelling patterns
● Examine morphemes
● Identify real-life connections
● Excel with revision
Foundational Topics:
● Soft sound of c after e, i, y→ spelling
● Soft sound of g after e, i, y → spelling
● English words do not end in j
● Dge after a short vowel
● Silent e spelling rule after soft g and c
● New sounds: ch-chorus- /k/; ph-phone- /f/
● Silent letters: wr, rh, gn, kn, mn, mb, gh
● Ture and tu
● Ci and ti
● Advanced suffix endings -ous, al, ent, an
Second Topic Focus Question: How do artists make art? Estimated # of Lessons: 10
Learning Targets:
Readers, Researchers, and Listeners
● I can record my observations about text or art.
Essential Questions: MODULE:
● What is an artist?
● I can summarize and infer about a text or art.
● I can analyze the effect of the author's or artist’s choices.
● I can understand the purpose of line breaks in a poem.
● I can explain how illustrations are connected to the author’s or artist’s message.
I can identify a central message in a text.
● I can fluently read and present a poem. Writers and Speakers
● I can create an image (draw) after reading a poem.
● I can collaborate and present what I have learned.
● I can write an explanatory paragraph with an introductory statement, supporting evidence, and a conclusion.
Learning Activities for Reading and Writing: (Lessons 10-19)
Students with increased independence will…
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use a notice and wonder organizer to grow curiosity and connection with texts and illustrations
● Analyze words and phrases in poetry to compare how literal and figurative language affect a text
● Collaborate with peers to grow and share ideas about texts or artwork (Gallery Walk)
● Analyze an author’s use of formatting and imagery in a poem or painting to determine its meaning
● Compare texts or art and record evidence to explain how visuals contribute to comprehension
● Compare texts and/or illustrations to identify and explain the central message or theme
● Use models and scaffolds to write an explanatory paragraph about a text or piece of artwork
● Use the elements of fluent reading to improve accuracy, phrasing, expression, volume, and pacing when presenting orally
● Collaborate with peers to create an oral presentation of a poem supported with visuals
Third Topic Focus Question: What are some character traits of artists?
Learning Targets:
Readers, Researchers, and Listeners
● I can identify character traits when reading about people.
● I can analyze and choose the best evidence to support my research.
● I can analyze how authors organize text.
● I can identify and explain the timeline presented in a biography.
● I can summarize and infer about a text and art.
● I can take notes that support my research.
● I can find the main idea in an informational text and support it with details.
● I can use my notes to identify central ideas. Writers and Speakers
● I can respond to reading by writing well developed sentences.
● I can synthesize the information from my notes to write about my research.
Estimated # of Lessons: 11
Essential Questions:
MODULE:
● What is an artist?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● I can participate in discussions to share what I know and think.
● I can collaborate and present what I have learned.
Learning Activities for Reading and Writing: (Lessons 20-30)
Students with increased independence will…
● Use a notice and wonder organizer to grow curiosity and connection with texts or artwork
● Read and annotate to build background knowledge, gather evidence, and form opinions on an individual or topic (artist’s character trait)
● Critique evidence gathered from print and digital sources to determine relevant information that supports a research question (important vs. interesting evidence)
● Compare the organization of texts to distinguish differences in traditional vs. non-traditional biographies
● Analyze direct quotations within a text to develop and clarify understandings
● Synthesize information from a variety of sources to deepen comprehension
● Analyze an author’s use of words and phrases to identify a central message or determine relationships within and among texts (repetition)
● Collaborate with peers to organize and synthesize ideas about texts or artwork in preparation for an oral research presentation
● Collaborate with peers to rehearse and deliver an oral presentation of biographical research (artist)
Fourth Topic Focus Question: What is an artist?
Learning Targets:
Readers, Researchers, and Listeners
● I can synthesize the information I gathered for my research to form opinions about what I read.
Writers and Speakers
● I can synthesize the information from my notes to write about my research.
● I can write a well-developed explanatory essay.
● I can revise and edit to strengthen my writing.
Learning Activities for Reading and Writing: (Lessons 31-33)
Students with increased independence will…
Estimated # of Lessons: 3
Essential Questions: MODULE:
● What is an artist? READING:
● How do I determine what is important in a text? WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Synthesize knowledge gained about artists to explain what an artist is and why they are important
● Gather evidence from multiple sources to support points in a response
● Use models, scaffolds, and evidence gathered to develop a research-based explanatory essay describing the importance of an artist’s life and work
● Use a guide or checklist to develop and revise writing
FifthTopic Focus Question: What is the story of the year?
Learning Targets:
Readers, Researchers, and Listeners
● I can reflect on my learning and form an opinion.
Writers and Speakers
● I can write about and present my opinion.
Estimated # of Lessons: 1
Essential Questions: MODULE:
● What is an artist? WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
Learning Activities for Reading and Writing: (Lesson 34)
Students with increased independence will…
● Use a graphic organizer (knowledge chart) to synthesize and record knowledge gained about art across the year
● Collaborate in groups to create a persuasive presentation that shares a collective opinion about the most important knowledge learned over the year
SEPTEMBER-NOVEMBER (Module 1)
A Great Heart
THE FOCUS OF THE STORY
What does it mean to have a great heart? The heart: a literal muscle that supports human life and a figurative symbol of emotion, love, and affection. Through reading and writing, we examine the physical and symbolic meanings of having a great heart.
LEARNING TARGETS
- I can explain how a main idea is supported by key details.
- I can describe in depth a character, setting, or event in a story or drama drawing on specific details in the text.
- I can summarize an informational or literary text.
- I can write an informative text to examine a topic with a focus statement and support it with textual details.
- I can integrate evidence from informational and literary texts into an informative response.
- I can produce clear and coherent writing that is appropriate to the task, purpose, and audience
Grade 4 English Language Arts
NOVEMBER-JANUARY (Module 2)
Extreme Settings
Do you possess the perseverance needed to endure challenges? When faced with difficult situations, we often uncover hidden strengths and formulate creative solutions. Experiencing tough circumstances can shift our perspectives, offering a deeper appreciation for nature and a better understanding of different ways of life. This, in turn, nurtures kindness and curiosity within us.
- I can refer to details and make inferences while exploring a variety of texts.
- I can determine the theme of a story, drama, or poem from details in the text.
- I can explain the major differences between poems, drama, and prose, and refer to the elements of poetry.
- I can gather relevant information from print and digital sources; take notes and categorize information.
- I can write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
JANUARY-MARCH (Module 3)
The Redcoats Are Coming!
Are you a Redcoat or a Patriot? Let's journey into history! Next, we head to 1765,where there was a revolt against King George. We'll discover how different perspectives influenced major choices during the Revolutionary War. As we learn about the events leading up to this important time, we will choose a side and develop our perspective. It's like traveling back in time and being part of the excitement.
LEARNING TARGETS
- I can compare and contrast different points of view of the same event including the difference between first- and thirdperson narrations.
- I can determine the main idea of a text and support it with key details.
- I can explain events related to the topic including what happened and why, based on specific information in a text.
- I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- I can conduct short research projects that build knowledge through the investigation of different aspects of a topic.
- I can revise and edit to strengthen my writing.
Myth Making
Are you the hero of your quest? As we wrap up our year together, we explore Greek mythology to uncover why these stories have been cherished for so long. We investigate how these ancient narratives are filled with valuable lessons that help us understand the world and how to make wise decisions in our lives. We discover our paths in the world by exploring the timeless lessons found in myths and stories.
LEARNING TARGETS
- I can refer to details and examples from both literary and informational texts when explaining key points about the topic.
- I can make connections between the written version of a text and a visual representation of the text.
- I can compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
- I can write informative/explanatory texts to examine a topic and convey ideas and information clearly.
MARCH-JUNE (Module 4) 148
- I can produce clear and coherent writing that is appropriate to the task, purpose, and audience.
THE FOCUS OF THE STORY
LEARNING TARGETS
THE FOCUS OF THE STORY
THE FOCUS OF THE STORY
Unit Overview:
What does it mean to have a great heart? The heart: a literal muscle that supports human life and a figurative symbol of emotion, love, and affection. Through reading and writing, we examine the physical and symbolic meanings of having a great heart.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
Readers, Researchers, and Listeners
● RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
● RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
● RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)
● RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
● RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
● RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
● RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Writers and Speakers
● W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience
● W.4.8 Recall relevant information from experiences or gather relevant information from
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
print and digital sources; take notes, categorize information, and provide a list of sources.
● W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Understandings
MODULE:
● The heart is a literal muscle that sustains life and a figurative symbol for love and connection.
READING:
● Authors use literal and figurative language to engage audiences, create meaning, and express themes.
● Effective readers use key information, details, and features of the text to determine and explain its main ideas.
● Effective readers analyze and synthesize texts presented in different formats to build and share knowledge.
WRITING:
● Effective writers use main ideas and supporting details to share knowledge about a topic.
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
Knowledge
● Elements and structure of poetry, drama, and prose
● Story elements to identify themes and compare characters
● Ways to identify main idea and key details
● Key components of summary writing
● Role of thesis statements and topic sentences to organize your writing and make it easier for your reader to follow
● Selection and use of relevant evidence
● How to cite and paraphrase evidence from a text or texts when writing an informative response
● Elements of art and art-related vocabulary
● Use of text features and reference materials
Essential Questions
MODULE:
● What does it mean to have a great heart, literally and figuratively?
READING
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can explain how a main idea is supported by key details.
● I can describe in depth a character, setting, or event in a story or drama drawing on specific details in the text.
● I can summarize the text.
● I can refer to details and examples in a text when explaining the impact of story elements.
● I can determine the theme of a story, drama, or poem from details in the text.
● I can explain the major differences between poems, drama, and prose, and refer to the elements of poetry.
● I can determine the meaning of important words or phrases relevant to the text.
Writers and Speakers
● I can write an informative text to examine a topic with a focus statement and support it with textual details.
● I can integrate evidence from informational and literary texts into an informative response.
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience.
● I can write a summary of informational and literary texts.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Students write an essay that synthesizes evidence from multiple literary and informational texts to explain the figurative and literal meanings of the term great heart.
Formative Assessment
● Focus question tasks
● New read assessments
● Socratic Seminars
● Vocabulary assessments
STAGE 3: LEARNING PLAN
First Topic Focus Question: How does someone show a great heart, figuratively?
Learning Targets:
Readers, Researchers, and Listeners
● I can describe the difference between the literal and figurative uses of words or phrases in a text.
● I can analyze an author’s use of words to make inferences about a text.
● I can describe a character, setting, or event in a text using specific details
Writers and Speakers
● I can synthesize evidence from informational and literary texts into an informative response.
Learning Activities for Reading and Writing (Lessons
Students with increased independence will…
Estimated # of Lessons: 6-10
Essential Questions: MODULE:
● What does it mean to have a great heart, literally and figuratively?
READING
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
1-6)
● Use a graphic organizer to gather evidence and differentiate between literal and figurative language
● Read and annotate to identify and explain important literal and figurative evidence
● Analyze quotations to explain their meaning based on the literal or figurative connotation of words (a great heart)
● Identify the parts of an informative essay and the purpose each serves
● Read and annotate to build background knowledge on an individual or topic (biography)
● Respond to text orally and in writing to explain comprehension
● Use evidence gathered to create a focus statement
● Write an informative paragraph with a focus statement and a quotation.
● Use teacher and peer feedback to revise and strengthen writing
Grammar Focus:
● Etymology of heart: examine the roots of words related to heart
● Examine punctuation for quotations
● Clarify the meaning of the word greathearted
● Execute punctuation with quotations
Resources:
Biographies written about people who show or have shown; great heart such as Clara Barton, Helen Keller, and Anne Frank 4th grade Greek/Latin root elements
Fundations Level 3 work (as needed)
Second Topic Focus Question: What is a great heart, literally?
Learning Targets:
Readers, Researchers, and Listeners
● I can explain how a main idea is supported by key details in a text
● I can differentiate between literal and figurative language
● I can use domain specific vocabulary when explaining my thinking
● I can paraphrase and summarize texts
● I can interpret paintings and text features to contribute to text meaning
● I can identify central message
Writing and Speaking
● I can write an informative text to examine a topic with a focus statement and support it with text details.
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience
Learning Activities for Reading and Writing (Lessons 7-17)
Students with increased independence will…
Estimated # of Lessons: 10-12
Essential Questions: MODULE:
● What does it mean to have a great heart, literally and figuratively?
READING
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Use a notice and wonder organizer to grow curiosity and connection with a text
● Use illustrations to analyze word choices/new vocabulary to deepen comprehension
● Use a graphic organizer to gather evidence and differentiate between literal and figurative language
● Use a note-taking organizer (boxes & bullets) to determine main idea and supporting key details
● Paraphrase and summarize texts when recording notes in charts and journals to build comprehension
● Interpret information presented visually and in text features to explain how information contributes to understanding
● Identify the central message to understand the purpose of a narrative or informational text
● Review the parts of an essay (topic, evidence, elaboration, conclusion) to set a purpose for writing
● Use models and scaffolds to develop paragraphs about a text or piece of artwork
● Use teacher and peer feedback to revise and strengthen writing
Grammar Focus:
● Morphology of the word circulatory
● Explain the significance of the word chamber in relation to the heart
● Domain-specific words
● Examine the importance of capitalization
● Identify and integrate the rules of capitalization
● Examine, experiment, and incorporate commas and conjunctions in compound sentences
Resources:
The Circulatory Story
4th grade Greek/Latin root elements
Fundations Level 3 work (as needed)
Third Topic Focus Question: How do the characters in Love
That Dog show characteristics of a great heart?
Learning Targets:
Readers, Researchers, and Listeners
● I can read and interpret poetry
● I can refer to details and examples in a novel of free-verse poems (Love That Dog) when explaining the impact of story elements.
● I can analyze author’s craft in poetry
● I can compare poems’ structures
● I can identify themes in a text
● I can tell how a character changes over time
● I can tell how other characters influence the main character
● I can summarize texts (Love That Dog and “The Pasture”)
Writing and Speaking
● I can write a one-paragraph summary
● I can write a poem
● I can write an informative text to examine a topic with a focus statement and support it with details.
Learning Activities for Reading and Writing (Lessons 18-29)
Students with increased independence will…
Estimated # of Lessons: 11-15
Essential Questions:
MODULE:
● What does it mean to have a great heart, literally and figuratively?
READING
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● Use notice and wonder organizers to analyze the structure and/or elements of poetry
● Explore the format of a novel written in free verse poetry to summarize events orally and in writing
● Analyze an author’s use of repetition, rhythm, rhyme, and meter to understand the meaning of a poem
● Compare, analyze, and summarize poetry or prose to demonstrate comprehension
● Use various texts to compare and contrast the elements of poetry vs. prose
● Analyze text evidence to determine themes and write an informative paragraph about one of the themes
● Gather, record, and share evidence to show how a character changes over time
● Gather, record, and share evidence to infer how secondary characters influence main characters
Grammar Focus:
● Ordering, experiment, and executing of adjectives
● Morphology of anonymous
● Morphology of immortal
● Examine, experiment, and execute quotation marks when citing
Resources:
“The Red Wheelbarrow,” Love That Dog, “Stopping by Woods on a Snowy Evening,” and “The Pasture” 4th grade Greek/Latin root elements
Fundations Level 3 work (as needed)
Fourth Topic Focus Question: What does it mean to have a great heart, literally and figuratively?
Learning Targets:
Readers, Researchers, and Listeners
● I can summarize what I have read
● I can determine literal and figurative meaning
● I can cite evidence to explain what I think and know about texts
Writing and Speaking
● I can write an informative text to examine a topic with a focus statement and support it with details from the text.
Learning Activities for Reading and Writing (Lessons 30-32)
Students with increased independence will…
Estimated # of Lessons: 3
Essential Questions: MODULE:
● What does it mean to have a great heart, literally and figuratively? READING
● How do I determine what is important in a text?
● What does the text say? What does the text mean? WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● Analyze a poem and summarize to demonstrate comprehension
● Synthesize evidence from multiple texts when speaking about poetry or prose to demonstrate comprehension
● Cite specific text evidence to distinguish literal and figurative meanings
● Use an outline/planner to develop ideas and write an informative essay
Grammar Focus:
● Style and Conventions Checklist
● Edit for style and Conventions
Resources:
“Street Music,” Love That Dog, “Heart to Heart” and student-selected poems 4th grade Greek/Latin root elements
Fundations Level 3 work (as needed)
Unit Overview:
Do you possess the perseverance needed to endure challenges? When faced with difficult situations, we often uncover hidden strengths and formulate creative solutions. Experiencing tough circumstances can shift our perspectives, offering a deeper appreciation for nature and a better understanding of different ways of life. This, in turn, nurtures kindness and curiosity within us.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL. 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
● RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
● RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
● RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
● RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., the opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
● RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
● RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Writers and Speakers
● W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.4.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
● W.4.4 Produce clear and coherent writing in which
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
the development and organization are appropriate to task, purpose, and audience.
● W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing
● W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Understandings
MODULE:
● Surviving an extreme environment requires perseverance and tenacity to navigate nature.
READING:
● Authors use character traits and motivations to drive the plot of a story and reveal themes.
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
● Effective writers make thoughtful choices about content, language, and style to convey their story to an audience.
Knowledge
● Elements and structure of poetry, drama, and prose
● Story elements to identify themes and compare characters
● Ways to identify main idea and key details
● Basic annotating
● Key components of summary writing
● Selection and use of relevant evidence
● How to cite and paraphrase evidence from a text or texts when writing an informative response
● Use of text features and reference materials
● Narrative story structure and elaboration techniques
Essential Questions
MODULE:
● How does a challenging setting or physical environment change a person?
READING:
● How can I look at a topic from different perspectives to understand what happened?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can refer to details and make inferences while exploring a variety of texts.
● I can determine the theme of a story, drama, or poem from details in the text.
● I can summarize the text.
● I can describe the overall structure of an informational text.
● I can explain the major differences between poems, drama, and prose, and refer to the elements of poetry.
● I can gather relevant information from print and digital sources; take notes and categorize information. Writers and Speakers
● I can write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience.
● I can revise and edit to strengthen my writing.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Students create their own survival stories by using knowledge built from the module’s texts to explain how they would survive being stranded on a mountain.
Formative Assessment
● Focusing questions task
● New-Read Assessment
● Socratic Seminars
STAGE 3: LEARNING PLAN
First Topic: Focus Question: How does the setting affect the characters or speakers in the text?
Learning Targets:
Readers, Researchers, and Listeners
● I can refer to details, make inferences, and summarize
● I can analyze how setting impacts characters
● I can infer and describe characters’ feelings
● I can determine the theme of a story, drama, or poem from details in a text
● I can explain the major differences between poems, drama, and prose, and refer to the elements of poetry
● I can gather relevant information from print and digital sources; take notes and categorize information (story map)
Writers and Speakers
● I can identify how authors use sensory details to engage readers and set a mood (exploding a moment)
● I can use knowledge and evidence to write a summary
● I can use sensory details to describe how a character thinks or feels in certain situations
● I can use description, inner thinking and dialogue to show the perspective of a character
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience
Learning Activities for Reading and Writing (Lessons 1-10)
Students with increased independence will…
Estimated # of Lessons: 8-10
Essential Questions:
MODULE:
● How does a challenging setting or physical environment change a person?
READING:
● How can I look at a topic from different perspectives to understand what happened?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Generate and answer questions from a text to analyze setting and characters
● Use collaborative discussions (Think, Pair & Share) to identify and analyze examples of sensory details in a story
● Use collaboration to gather evidence (Gallery Walk) to understand plot elements and mood in texts
● Determine story elements using a graphic organizer or story map to understand how setting impacts characters and/or sets mood
● Use collaboration (Jigsaw, note taking) to gather and analyze evidence on the relationship between characters in a
text and/or determine themes
● Use evidence organizers to paraphrase and summarize texts (Chalk Talk, Storyboards) to develop comprehension
● Use images and illustrations to develop inner thinking and dialogue for characters in narrative pieces (Thoughtshot)
● Use models, scaffolds, and evidence gathered to develop a narrative paragraph from the character’s point of view
● Use teacher and peer feedback to revise and strengthen writing Grammar Focus:
● Evaluate why Ray Bradbury chose the word civilization
● Determine the meaning of the word consequence by using context
● Identify and use similes and metaphors to add detail and description to narrative writing, and to “explode a moment”
● Explain and execute how punctuation is used to help display personality traits in characters in dialogue
● Identify, select, and execute words and phrases that precisely describe the setting Resources:
● “All Summer In A Day,” “Dust of Snow,” and “Stopping By Woods on a Snowy Evening”
● 4th grade Greek/Latin root elements
● Fundations Level 3 work (as needed)
Second Topic Focus Question: What makes a mountainous environment extreme?
Learning Targets:
Readers, Researchers, and Listeners
● I can describe the characteristics of an informational text and generate/answer questions that build knowledge
● I can use text features and structures to gather more information and infer about a topic.
● I can gather relevant information from a variety of sources and categorize information.
● I can explain how a main idea is supported by key details in a text
● I can use domain specific vocabulary when explaining my thinking
● I can paraphrase and summarize texts Writers and Speakers
● I can create a visual display to teach others about a topic.
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience
Estimated # of Lessons: 6-10
Essential Questions: MODULE:
● How does a challenging setting or physical environment change a person?
READING:
● How can I look at a topic from different perspectives to understand what happened?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Learning Activities for Reading and Writing (Lessons 11-16)
Students with increased independence will…
● Generate and answer questions from an informational text to build knowledge.
● Read and annotate informational texts to analyze text features, text structures, vocabulary, and answer questions.
● Use a note-taking organizer (boxes & bullets) to determine main idea and supporting key details
● Use collaborative discussions to grow, summarize, and share ideas about a topic
● Use images and illustrations to present and explain ideas about a topic
● Interpret information presented visually and in text features to explain how information contributes to understanding
Grammar Focus:
● Clarify the precise meaning of keywords and phrases pertaining to mountains
● Use context clues to define the word solitary
● Demonstrate an understanding of the word exposed after gaining clues from its cognate pos
● Explain why the author chose to use the word spectacular to describe mountains
● Discuss the various reasons for living in a shelter
● Use context and the root rupt to determine the meaning of eruption and other related words
Resources:
● Mountains, by Seymour Simon and SAS Survival Handbook, John “Lofty” Wiseman
● 4th grade Greek/Latin root elements
● Fundations Level 3 work (as needed)
Third Topic Focus Question: How does the setting influence character and plot development? (Hatchet)
Learning Targets:
Readers, Researchers, and Listeners
● I can summarize what I read.
● I can refer to details and make inferences while exploring a variety of texts.
● I can determine the theme of a story from details in the text.
● I can gather relevant information from print and digital sources; take notes and categorize information.
Writers and Speakers
● I can study author’s craft to make decisions about my own writing
● I can follow a narrative structure when writing my own story (beginning, rising action, climax, falling action, problem/ resolution)
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience
● I can revise and edit to strengthen my writing.
Learning Activities for Reading and Writing (Lessons 17-30)
Students with increased independence will…
Estimated # of Lessons: 12-15
Essential Questions:
MODULE:
● How does a challenging setting or physical environment change a person?
READING:
● How can I look at a topic from different perspectives to understand what happened?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use a graphic organizer (Mountain Chart, ESCAPE) to examine/organize plot elements and to understand the structure of a narrative story
● Read and summarize important events from a series of chapters in a text
● Find and use evidence to interpret how settings influence characters' thoughts or actions and drive story events
● Use collaborative discussions to grow, summarize, and share ideas about how and why characters change. (Tableau)
● Examine different parts of a text to infer themes
● Examine an author’s use of description, action, and dialogue to guide my own writing
● Use teacher and peer feedback to revise and strengthen writing
Grammar Focus:
● Identify the connection between survival and shelter
● Identify, examine, and integrate prepositional phrases that add sensory details and help create believable characters and settings.
● Examine, experiment, and integrate relative pronouns, providing more sentence variety and description of characters and settings.
● Demonstrate an understanding of a challenge through context clues
● Demonstrate an understanding of overcome by relating to its opposite
● Understand the meanings of an author’s words with various suffixes
● Demonstrate an understanding of punctuation for effect, using words and phrases to convey ideas, and using prepositional phrases and relative clauses to provide more variety and description in narrative writing (Assessment)
Resources:
● Hatchet, by Gary Paulsen and SAS Survival Handbook, by John “Lofty” Wiseman
● 4th grade Greek/Latin root elements
● Fundations Level 3 work (as needed)
Fourth Topic Focus Question: How does a challenging setting or physical environment change a person?
Learning Targets:
Readers, Researchers, and Listeners
● I can summarize what I read.
● I can refer to details and make inferences while exploring a variety of texts.
● I can determine the theme of a story from details in the text.
Writers and Speakers
● I can write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
● I can produce clear and coherent writing that synthesizes information (from Hatchet and SAS Survival Handbook) and demonstrates craftsmanship through the writing process.
● I can present my ideas clearly and fluently.
Learning Activities for Reading and Writing (Lessons 31-34)
Students with increased independence will…
Estimated # of Lessons: 4
Essential Questions:
MODULE:
● How does a challenging setting or physical environment change a person?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use knowledge and story evidence to compare similar patterns of story events (skit)
● Create an oral presentation of a text, citing specific details to demonstrate knowledge of themes
● Read aloud with appropriate accuracy, rate, and prosody to demonstrate comprehension
Grammar Focus:
● Demonstrate knowledge of module content vocabulary by defining words in context
Resources:
● Hatchet, by Gary Paulen and SAS Survival Handbook, John “Lofty” Wiseman
● 4th grade Greek/Latin root elements
● Fundations Level 3 work (as needed)
Course Name: Grade 4 Unit Title: Unit 4 (Mod 3 The Redcoats are Coming) Est. # of Lessons: 30-35
Unit Overview:
Are you a Redcoat or a Patriot? Let's journey into history! It’s 1765, and there was a revolt against King George. We'll discover how different perspectives influenced major choices during the Revolutionary War. As we learn about the events leading up to this important time, we will choose a side and develop our perspective. It's like traveling back in time and being part of the excitement!
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
RL. 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
RL 4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI 4.8 Explain how an author uses reasons and evidence to support particular points in a text.
Writers and Speakers
W 4.1 opinion pieces on topics or texts, supporting a point of view with reasons and information.
W 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
W 4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.7 Conduct short research projects that build knowledge through the investigation of different aspects of a topic.
Understandings
MODULE:
● Identifying and understanding various perspectives helps individuals develop a more informed view of what happened.
READING:
● Authors use character traits and motivations to drive the plot of a story and reveal themes.
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
● Effective readers analyze, infer and synthesize texts presented in different formats to build and share knowledge.
● Effective readers can identify similarities and differences in points of view of the same event to demonstrate understanding.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
● Effective writers use main ideas and supporting details to share knowledge about a topic.
● Effective writers make thoughtful choices about content, language, and style to convey their opinion to an audience.
Knowledge
● Story elements to identify themes and compare characters
● Ways to identify main idea and key details
● Key components of summary writing
● Selection and use of relevant evidence
● How to cite and paraphrase evidence from a text or texts when writing an informative response
● Use of text features and reference materials
● Forming opinions and developing perspective
● Identifying an author’s point of view based on text structure and context clues
● Keeping track of sources for research
Essential Questions
MODULE:
● Why is it important to understand all sides of a story?
READING:
● What does the text say? What does the text mean?
● How can I look at a topic from different perspectives to understand what happened?
WRITING:
● How am I making writing choices to show my understanding of the topic?
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Priority Focus
Readers, Researchers, and Listeners
● I can compare and contrast different points of view of the same event including the difference between firstand third-person narrations.
● I can determine the main idea of a text and support it with key details.
● I can explain the difference between point of view and perspective to help me understand the text.
● I can explain events related to the topic including what happened and why, based on specific information in a text.
Writers and Speakers
Historical Context:
● Events leading up to the Revolutionary War (basic American History in chronological order)
● Colonial life
● I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.
● I can conduct short research projects that build knowledge through the investigation of different aspects of a topic.
● I can revise and edit to strengthen my writing.
Additional Focus Readers, Researchers, and Listeners
● I can explain the difference between point of view and perspective to help me understand the text.
● I can explain how an author uses reasons and evidence to support particular points in a text.
Writers and Speakers
● I can, with the support of teachers, use technology to produce and publish writing.
2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Students write an opinion essay to explain their views on whether the patriots were justified in fighting for independence from Britain.
Formative Assessment
● Focus Question task
● New Read Assessment
● Socratic Seminars
3: LEARNING PLAN
First Topic Focus Question: What were the perspectives of the two main sides of the American Revolution?
Learning Targets:
Readers, Researchers, and Listeners
● I can compare and contrast different points of view.
● I can determine the main idea of a text and support it with key details.
● I can explain the difference between point of view and perspective.
● I can explain events related to history, what happened and why, based on specific information in a text.
Writers and Speakers
● I can write a paragraph to explain a main idea and support it with text evidence.
● I can write an explanatory essay about the perspectives of two main sides in history.
● I can write an opinion piece, utilizing texts, supporting a point of view with reasons and information.
Estimated # of Lessons: 8-12
Essential Questions: MODULE:
● Why is it important to understand all sides of a story? READING:
● What does the text say? What does the text mean?
● How can I look at a topic from different perspectives to understand what happened? WRITING:
● How am I making writing choices to show my understanding of the topic?
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
STAGE
STAGE
● I can conduct a short research project on an event in history that builds knowledge through the investigation of different aspects of it.
● I can revise and edit to strengthen my writing.
Learning Activities for Reading and Writing (Lessons 1-8)
Students with increased independence will…
● Use a notice and wonder organizer to orient to historical texts, generate questions, and make observations
● Read and annotate to build background knowledge on an individual or topic
● Gather evidence to show similar and different perspectives of important historical figures
● Analyze quotations and excerpts from texts to distinguish between a firsthand or second account of a historical event
● Compare and contrast different accounts of the same historical event to reveal perspective (evidence chart) and/or central message
● Collaboratively analyze a piece of art to explain how the illustration contributes to understanding
● Use knowledge of the elements of artwork (composition) to evaluate the validity and bias (propaganda) within artistic depictions of historical events
● Use models, scaffolds, and evidence gathered to develop explanatory paragraphs and/or essays (Painted Essay)
● Use a guide or checklist to develop and revise writing
● Identify synonyms and antonyms for word convinced
● Identify and revise fragments, run ons and complete sentences
Resources:
● Wit and Wisdom Module 3
● George vs George: The American Revolution as Seen from Both Sides
● Artwork :The Boston Massacre
● Article “Massacre in King Street”
● 4th grade Greek/Latin root elements
● Fundations Level 3 work (as needed)
Second Topic Focus Question: How did different people’s experiences affect their perspectives on the American Revolution
Learning Targets: Readers, Researchers, and Listeners
● I can ask, answer, and make observations about texts.
● I can compare and contrast different points of view in texts.
● I can determine the main idea/themes and support it with key details.
● I can explain the difference between point of view and perspective to help me understand historical events.
● I can paraphrase and summarize text.
● I can debate both sides of a topic and support my reasons with evidence.
Estimated # of Lessons: 7-10
Essential Questions:
MODULE:
● Why is it important to understand all sides of a story?
READING:
● What does the text say? What does the text mean?
● How can I look at a topic from different perspectives to understand what happened?
WRITING:
● How am I making writing choices to show my understanding of the topic?
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and
Writers and Speakers
● I can write opinion pieces that support a point of view with reasons and information.
● I can revise and edit to strengthen my writing.
Learning Activities:
Learning Activities for Reading and Writing (Lessons 9-15)
Students with increased independence will…
craftsmanship of my writing to make it more readable?
● Use note taking organizers to orient to historical texts, generate questions, and make observations
● Read and annotate to build background knowledge, gather evidence, and form opinions on an individual or topic
● Clarify the difference between “perspective” and “opinion” to understand how life experiences impact how we look at things and form biases (perspective) and what we believe or think we see from those perspectives (opinionsometimes our opinions are not based on facts, but emotional reactions)
● Identify important details in and across texts to support main ideas and themes
● Use models, scaffolds, and evidence gathered to develop opinion paragraphs or essays
● Use teacher and peer feedback to revise and strengthen writing
● Use a discussion protocol (debate, socratic seminar) to share differing views of a topic by refuting or supporting with synthesized evidence
Grammar Focus:
● Content vocabulary: diversity
● Recognize and explain meaning of Idioms
● Formal vs. Informal english
● Categorize words related to actions
Resources:
● Wit and Wisdom Module 3
● Text: Colonial Voices: Hear them Speak
● Text: George vs George: The American Revolution as Seen from Both Side
● “Detested Tea” Andrew Matthews
● 4th grade Greek/Latin root elements
● Fundations Level 3 work (as needed)
Third Topic Focus Question: How did different people’s perspectives affect their actions during the American Revolution?
Learning Targets:
Readers, Researchers, and Listeners
● I can distinguish between real and imagined events and details in historical fiction text or art.
● I can research and gather information on a topic using print or digital sources.
● I can dramatize historical events using evidence gathered through my research.
● I can identify theme by analyzing characters’ perspectives and actions.
● I can ask and answer questions about historical events.
Writers and Speakers
Estimated # of Lessons: 5-9
Essential Questions:
MODULE:
● Why is it important to understand all sides of a story?
READING:
● What does the text say? What does the text mean?
● How can I look at a topic from different perspectives to understand what happened?
WRITING:
● How am I making writing choices to show my understanding of the topic?
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and
● I can write a research-based explanatory essay that shows the perspective of a character.
● I can revise and edit to strengthen my writing.
Learning Activities:
Learning Activities for Reading and Writing (Lessons 16-20)
Students with increased independence will…
craftsmanship of my writing to make it more readable?
● Identify and evaluate aspects of historical fiction texts to differentiate between facts and fiction
● Collaborate and conduct research (partnership) to confirm accuracy of historical information presented in a text
● Analyze a piece of art and gather evidence to confirm how the artwork does/does not depict a historically accurate event
● Use a role-playing scenario to express understanding of a historical figure’s perspective as presented by an author
● Evaluate characters’ perspectives and actions to make connections and/or determine themes within a historical fiction text
● Collaborate and organize evidence to support ideas for an explanatory essay
● Use models, scaffolds, and evidence gathered to develop explanatory essays
● Use a guide or checklist to develop and revise writing
Grammar Focus:
● Content vocabulary: patriotism
● Experiment, execute and excel with using punctuation in compound sentences
Resources:
● Wit and Wisdom Module 3
● Text: Colonial Voices: Hear them Speak
● Text: George vs George: The American Revolution as Seen from Both Sides
● Text: The Scarlet Stocking Spy
● 4th grade Greek/Latin elements
● Fundations Level 3 work (as needed)
Fourth Topic Focus Question: What drove the Patriots to fight for their independence from Britain?
Learning Targets:
Readers, Researchers, and Listeners
● I can ask and answer questions about the text.
● I can identify and explain what's happening at various points in the story when reading independently.
● I can refer to details and make inferences when talking about a fiction or nonfiction text.
● I can use knowledge to explain why I have a certain opinion about something.
● I can identify basic points of view such as first and third person narration.
● I can tell if a character has changed and why. Writers and Speakers
● I can refer to details and make inferences when writing about a fiction or nonfiction text.
● I can write in complete sentences to answer questions.
Estimated # of Lessons: 12-18
Essential Questions:
MODULE:
● Why is it important to understand all sides of a story?
READING:
● What does the text say? What does the text mean?
● How can I look at a topic from different perspectives to understand what happened?
WRITING:
● How am I making writing choices to show my understanding of the topic?
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable??
● I can write a paragraph with an opinion statement to respond to a prompt.
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience.
● I can revise and edit to strengthen my writing.
Learning Activities:
Learning Activities for Reading and Writing (Lessons 21-33)
Students with increased independence will…
● Preview a historical fiction text to generate questions and build engagement
● Use a summarizing scaffold (Somebody…Wanted, But, So…) when reading independently to monitor comprehension and answer text dependent questions
● Use a graphic organizer to identify an author’s use of use of literary devices (description of setting, real facts, similes, metaphors, flashbacks, & flashforward) and understand how authors engage readers in historical fiction texts
● Use familiar nonfiction texts to research and build knowledge of a historical event referenced in a narrative text
● Analyze characters’ thoughts and actions to infer character traits
● Read and gather evidence to explain how a character’s knowledge impacts his or her actions
● Gather, record, and share evidence to show how a character changes over time
● Analyze different parts of stories to determine narration (first or third)
● Use collaborative discussions to infer themes in texts and artwork
● Use collaborative discussions to cite direct quotations from a text that support emerging themes (evidence)
● Integrate understandings of literal and figurative language (“a great heart”) across texts to analyze characters’ actions, summarize events, and support similar themes
● Synthesize information gathered through different mediums to express knowledge and write reflections on themes
● Use a discussion protocol to share differing views of a topic by refuting or supporting with cited evidence from multiple sources
● Use models, scaffolds, and evidence gathered to develop an outline for an opinion essay
● Use teacher and peer feedback to revise and strengthen writing
Grammar Focus:
● Content vocabulary: frontier, resilience, communication
● Examine, experiment, and execute use of progressive verb tenses
● Clarify unknown words in text
● Examine, experiment, and execute use of relative adverbs
● Demonstrate knowledge of content vocabulary
Resources:
● Wit and Wisdom Module 3
● Text: Woods Runner
● Art: Washington Crossing the Delaware, Raising Flag at Ground Zero, Boston Massacre
● 4th grade Greek/Latin elements
● Fundations Level 3 work (as needed)
Fifth Topic Focus Question: Why is it important to understand all sides of the story?
Learning Targets:
Readers, Researchers, and Listeners
● I can compare and contrast information from multiple texts.
Writers and Speakers
Estimated # of Lessons: 2-4
Essential Questions: MODULE:
● Why is it important to understand all sides of a story? READING:
● What does the text say? What does the text mean?
● How can I look at a topic from different perspectives
● I can synthesize evidence from informational and literary texts to write an opinion essay.
● I can revise and edit to strengthen my writing.
Learning Activities:
Learning Activities for Reading and Writing (Lessons 34-35)
Students with increased independence will…
to understand what happened?
WRITING:
● How am I making writing choices to show my understanding of the topic?
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Use the opinion writing framework to write a well-developed opinion essay.
● Use a discussion protocol to answer the essential question, “Why is it important to understand all sides of a story?”
Grammar Focus:
● Demonstrate use of conventions
Resources:
● Wit and Wisdom Module 3
● Text: Colonial Voices: Hear them Speak
● Text: George vs George: The American Revolution as Seen from Both Side
● “Detested Tea” Andrew Matthews
● Text: The Scarlet Stocking Spy
● Text: Woods Runner
● Art: Washington Crossing the Delaware, Raising Flag at Ground Zero, Boston Massacre
● 4th grade Greek/Latin elements
● Fundations Level 3 work (as needed)
Unit Overview:
Are you the hero of your quest? As we wrap up our year together, we explore Greek mythology to uncover why these stories have been cherished for so long. We investigate how these ancient narratives are filled with valuable lessons that help us understand the world and how to make wise decisions in our lives. We discover our paths in the world by exploring the timeless lessons found in myths and stories.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL. 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
● RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
● RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
● RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
● RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
● RL. 4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
● RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., the opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
● RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Writers and Speakers
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
● W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
● W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
● W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
● W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
Understandings
MODULE:
● Authors read through myths while determining themes that affect how we make sense of the world.
READING:
● Authors use intentional language or word choices to enhance understanding and communicate important information.
● Authors use literal and figurative language to engage audiences and create meaning.
● Authors use key information, details, and plot elements to determine and explain themes.
● Effective readers analyze, infer and synthesize texts presented in different formats to build and share knowledge.
● Effective readers identify similarities and differences in themes, settings, and plots of stories to demonstrate understanding.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
Knowledge
● Elements and structure of poetry, drama, and prose
● Story elements to identify themes and compare characters
● Ways to identify main idea and key details
● Key components of summary writing
● Selection and use of relevant evidence
● How to cite and paraphrase evidence from a text or
Essential Questions
MODULE:
● What can we learn from myths and stories?
READING:
● How do I determine what is important in and across texts?
● What does the text say? What does the text mean?
● What words, devices, and/or story elements does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Priority
Readers, Researchers, and Listeners
● I can refer to details and examples from both literary and informational texts when explaining key points about the topic.
● I can determine the meaning of words and phrases as they are used in a text.
● I can make connections between the written version
texts when writing an informative response
● Narrative story structure and elaboration techniques
● Idea of culture
● Historical context for mythology (Greece)
● Figurative language
of a text and a visual representation of the text.
● I can compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
Writers and Speakers
● I can write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● I can gather relevant information by taking notes and organizing information.
● I can produce clear and coherent writing that is appropriate to the task, purpose, and audience.
● I can revise and edit to strengthen my writing.
Additional
Readers, Researchers, and Listeners
● I can integrate information from two texts on the same topic.
Writers and Speakers
● I can integrate evidence from informational and literary texts into an informative response.
● I can write a summary of informational and literary texts.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Students write an essay to explain two themes of myths and stories by using evidence from multiple informational and literary texts.
Formative Assessment
● Vocabulary Assessments
● New Read Assessments
● Socratic Seminars
● Focus Question Tasks
STAGE 3: LEARNING PLAN
First Topic Focus Question: What are myths, and why do people create them?
Learning Targets:
Readers, Researchers, and Listeners
● I can identify the main idea and details from informational texts on the same topic.
● I can identify themes and evidence from narrative texts on the same topic.
● I can determine effective details in explanatory text
● I can analyze an author’s use of words to make inferences about a text.
● I can compare and contrast the patterns and themes within myths.
● I can gather relevant information by taking notes and organizing information.
Estimated # of Lessons: 7-12
Essential Questions:
MODULE:
● What can we learn from myths and stories?
READING:
● How do I determine what is important in and across texts?
● What does the text say? What does the text mean?
● What words, devices, and/or story elements does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● How am I developing the organization and craftsmanship of my writing to make it more
Writers and Speakers
● I can orally rehearse my thoughts and ideas before I write.
● I can write a well developed paragraph with an introductory statement, topic statement and supporting evidence. readable?
Learning Activities:
Learning Activities for Reading and Writing (Lessons 1-7)
Students with increased independence will…
● Use graphic organizers to orient to Greek Mythology (texts or artwork), generate questions, make observations, and gather evidence
● Compare texts to identify effective components of explanatory writing
● Examine details in a text to determine the most effective evidence
● Read and annotate paired texts to build knowledge and convey ideas about Greek mythology
● Read and identify elements of Greek myths to reveal themes and connect these themes to modern society
● Synthesize knowledge to explain the characteristics of ancient Greek myths and what they teach us
● Use models, scaffolds, and evidence gathered to develop structured explanatory paragraphs
● Examine, experiment, execute, and excel Modal Auxiliaries
● Content Vocabulary: Grace
● Excel with Spelling self-check Resources:
Winged Victory of Samothrace
Pushing Up the Sky: Seven Native American Plays for Children
Understanding Greek Myths
Gifts from the Gods: Ancient Words & Wisdom from Greek & Roman Mythology 4th grade Greek/Latin root elements Fundations Level 3 work (as needed)
Third Topic Focus Question: How are Sal’s and Phoebe’s stories connected in Walk Two Moons?
Learning Targets:
Readers, Researchers, and Listeners
● I can refer to details, make inferences, and summarize.
● I can define words that I do not know.
● I can understand idioms as figurative language.
● I can analyze characters' traits and actions.
● I can compare and contrast similar themes and
Estimated # of Lessons: 7-11
Essential Questions: MODULE:
● What can we learn from myths and stories? READING:
● How do I determine what is important in and across texts?
● What does the text say? What does the text mean?
patterns of events in stories, myths, and tales.
Writers and Speakers
● I can use linking words and precise vocabulary in my writing.
● I can write explanatory texts that examine and convey ideas clearly.
● I can revise and edit to strengthen my writing.
Learning Activities:
Learning Activities for Reading and Writing (Lessons 15-22)
Students with increased independence will…
● What words, devices, and/or story elements does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Generate and answer questions to orient to a narrative text and guide comprehension
● Use knowledge of story elements (characters, setting, and plot) to summarize a text
● Use context clues while reading to define and record unfamiliar words
● Analyze figurative language (idioms) to develop and share ideas about a character’s traits or actions
● Identify and categorize key details in a story to reveal emerging themes
● Use models, scaffolds, and evidence gathered to develop an explanatory paragraph that explains connections between characters and themes across stories
● Use a guide or checklist to develop and revise writing
Fourth Topic Focus Question: What does Sal learn in Walk Two Moons?
Learning Targets:
Readers, Researchers, and Listeners
● I can make connections between text and art and discuss the similarities and differences.
● I can determine the meaning of words and phrases as they are used in a text.
● I can compare and contrast similar themes and patterns of events in stories and myths from different cultures.
● I can tell if a character has changed and why.
Writers and Speakers
● I can write a well developed conclusion that restates the focus statement and includes my own reflection (the writer’s thoughts or opinions about the topic).
Estimated # of Lessons: 7-11
Essential Questions:
MODULE:
● What can we learn from myths and stories?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or story elements does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● I can write a well developed explanatory essay.
● I can revise and edit to strengthen my writing.
Learning Activities:
Learning Activities for Reading and Writing (Lessons 23-31)
Students with increased independence will…
● Use knowledge of the elements of art (composition) to compare how an illustration is connected to a myth
● Read and record observations, questions, and predictions to support ideas for a collaborative discussion
● Synthesize information gathered from stories, myths, or poems to express knowledge of the similarities and differences among themes
● Gather, record, and share evidence to show how a character changes over time
● Use knowledge of plot events to reflect on predictions and compare them to the story’s resolution
● Analyze text conclusions to understand their structure and importance
● Use models, scaffolds, and evidence gathered to develop a strong conclusion that includes a reflection
● Use models, scaffolds, and evidence gathered to develop an explanatory essay that explains connections between characters, themes, and lessons learned across stories
● Use a guide or checklist to develop and revise writing
Grammar Focus:
● Greek Mythology Words
● Idioms, Adages, and Proverbs
● Examine, Experiment, and Execute with Formal vs. Informal English
● Excel with Spelling Self-Check
Resources:
Walk Two Moons
Gifts from the Gods: Ancient Words & Wisdom From Greek & Roman Mythology
Pushing up the Sky
The Little Horse is newlY
The Tide Rises The Tide Falls
Pandora Odilon Redon
Pandora Dante Gabriel Rossetti
4th grade Greek/Latin root elements
Fundations Level 3 work (as needed)
Fifth Topic Focus Question: What can we learn from myths and stories?
Learning Targets:
Readers, Researchers, and Listeners
● I can compare and contrast the treatment of similar themes and topics and patterns of events in myths, and traditional literature from different cultures.
Writers and Speakers
● I can produce clear and coherent writing appropriate to the task, purpose, and audience.
Estimated # of Lessons: 8-12
Essential Questions:
MODULE:
● What can we learn from myths and stories?
READING:
● How do I determine what is important in and across texts?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Learning Activities:
Learning Activities for Reading and Writing (Lessons 32-36)
Students with increased independence will…
● Synthesize knowledge gained about myths and stories to explain what we can learn from reading them
● Gather evidence to support points in a response
● Synthesize knowledge of real or imagined characters in stories across the year to support an inter-connected theme (“a great heart”)
Grammar Focus:
● Module Vocabulary Review
● Excel with Spelling Self-Check
Resources:
All Module texts
4th grade Greek/Latin elements Fundations Level 3 work (as needed)
SEPTEMBER-NOVEMBER (Module 1)
Cultures in Conflict
THE FOCUS OF THE STORY
Let's go on a historical journey to when America was growing westward. We focus on the Nez Perce tribe to learn how they faced the challenge when encountering people who wanted their land. These stories will teach us about the struggles and heartaches that shaped America's history then and still affect us today. Get ready to uncover how these events have made a big impact on our country.
LEARNING TARGETS
- I can determine the main or central ideas of informational texts and explain how key details support them.
- I can summarize informational text, paraphrasing main ideas in a shortened version.
- I can analyze characters’ thoughts, words, and actions to infer their individual and cultural beliefs and values, supporting inferences with text evidence.
- I can create a written summary that conveys the main ideas and key details of an informational text.
- I can create focused, well-organized explanatory and comparison-contrast paragraphs and essays, developing the topic with evidence and elaboration and with task, purpose, and audience in mind.
Grade 5 English Language Arts
NOVEMBER-JANUARY (Module 2)
Word Play
THE FOCUS OF THE STORY
Let’s dive into how authors use wordplay to make their writing come alive! When writers play with words that have more than one meaning, it's like solving a fun puzzle. Puns can make us giggle and show us new sides of characters and their adventures. By exploring these clever language tricks, we see how humor makes stories more interesting and meaningful.
LEARNING TARGETS
- I can distinguish between the literal and figurative meanings of words and phrases.
- I can explain how the author uses wordplay to develop characters, settings, and plot.
- I can infer literal meanings of words through close analysis of descriptions of settings and characters.
-I can purposefully structure events in an imagined narrative to create exposition and develop characters, conflict, resolution, and meaning.
- I can convey character personality, traits, and conflict using dialogue.
- I can use descriptive and sensory language to convey setting and characters and illuminate wordplay.
JANUARY-MARCH (Module 3)
A War Between Us
THE FOCUS OF THE STORY
Let's step back into the fascinating time of the Civil War in America. We will take our skills from an earlier module to examine how this war transformed a period in American history. By studying the perspectives of various groups of people who lived during the Civil War, we develop a level of understanding to compose an opinion on the effects of this war.
LEARNING TARGETS
- I can determine the main or central ideas of informational texts and explain how key details support them.
- I can determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- I can quote accurately from the text to support one’s ideas or opinions on a research topic, as well as when explaining what a text says or drawing inferences from the text.
- I can present an opinion, supporting a point of view with logical reasons and ideas, as appropriate to task, purpose, and audience.
Breaking Barriers
Sports aren't just about winning and losing; they have the power to make a big difference in the world by uniting people, challenging unfairness, and providing hope for the future. We're going to dive into the amazing impact of sports and discover how they influence both individuals and communities.
- I can conduct research to build knowledge about a topic by gathering and synthesizing relevant information from several sources; paraphrasing and summarizing relevant information in notes and finished work; and providing a list of sources.
- I can draw on information from multiple sources to answer research questions about influential athletes, teams, and sports-focused organizations.
MARCH-JUNE (Module 4) 178
- I can synthesize information from multiple sources on the same topic to inform and support one’s ideas, in both speaking and writing.
THE FOCUS OF THE STORY
LEARNING TARGETS
Course Name: Gr.5 ELA Module 1
Unit Overview:
Title: Cultures in Conflict
Est. # of Lessons: 35
Let's go on a journey back in time to when America was growing westward. In this first module, we focus on the Nez Perce tribe to learn how they faced the challenge when encountering people who wanted their land. These stories will teach us about the struggles and heartaches that shaped America's history then, and still affect us today. Get ready to uncover how these events have made a big impact on our country!
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (lessons 9-11 and 13-28)
● RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. ( lessons 9, 10, 14, 15, 20, 21, 22, 24, 25)
● RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (lessons 10, 12, 13, 14, 15, 18, 19, 20-28)
● RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. ( lessons 10–12, 17)
● RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
● RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (lessons 1–5, 7, 12, 14, 26, 29–35)
● RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. ( lessons 1–5, 7–8, 14, 16, 30–35)
● W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g.,
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
headings), illustrations, and multimedia when useful to aid comprehension.
● W5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Understandings
MODULE:
● Cultural beliefs and values can create cooperation and conflict with other groups.
READING:
● Authors use literal and figurative language to engage audiences, create meaning, and express themes.
● Effective readers use key information, details, and features of the text to determine and explain its main ideas.
● Effective readers analyze, synthesize, and infer texts presented in different formats to build and share knowledge.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
Knowledge
● How to compare and contrast characters and texts.
● Ways to identify main idea and key details
● Key components of summary
● Role of thesis statements and topic sentences to organize your writing and make it easier for your reader to follow
● Selection and use of relevant evidence
● How to cite, paraphrase, and elaborate on evidence from various texts, providing source information and necessary context, to prepare for writing
Quick Background Social Studies
● How US westward expansion impacted Native American cultures in the West
● Values and beliefs can differ within a culture and cause tension among people’s cultures
Essential Questions
MODULE:
● How do cultural beliefs and values guide people?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can determine the main or central ideas of informational texts and explain how key details support them.
● I can summarize informational text, paraphrasing main ideas in a shortened version.
● I can analyze characters’ thoughts, words, and actions to infer their individual and cultural beliefs and values, supporting inferences with text evidence.
● I can summarize stories and chapters of novels, describing characters, settings, conflict, key events, and outcome or resolution.
● I can analyze and explain the relationship and interactions between different groups and concepts, explaining the impact of one group or concept upon the other.
● I can compare and contrast characters in stories, drawing on specific details in the text to support analysis.
● I can compare and contrast Nez Perce myths with
Write an informative/explanatory essay to explain how Chief Joseph’s ‘Lincoln Hall Speech” conveys two important Nez Perce beliefs and values, developing ideas with specific evidence from the speech. (relates back to the essential question)
regard to the roles they play in traditional Nez Perce culture.
● I can analyze how Chief Joseph’s “Lincoln Hall Speech” conveys the cultural beliefs and values of the Nez Perce.
Writers and Speakers
● I can create a written summary that conveys the main ideas and key details of an informational text.
● I can create focused, well-organized explanatory and comparison-contrast paragraphs and essays, developing the topic with evidence and elaboration and with task, purpose, and audience in mind.
● I can cite, paraphrase, and elaborate on evidence from literary and informational texts, providing source information and necessary context, in preparation for written analysis.
● I can craft topic statements for explanatory paragraphs, including comparison or contrast paragraphs, that state an essential idea about a topic and include one or two key points.
● I can craft thesis statements for explanatory essays, including comparison-contrast essays, that state an essential idea about a topic and include two key points.
Comprehension, Vocabulary, Fluency:
● Analysis of student writing for spelling & grammarWrite a paragraph summary of informational text. “A New Nation Comes to Indian Country,” which includes main ideas and key details from the article.
● Write an informative/explanatory paragraph that explains how the Nez Perce homeland sustained one aspect of the tribe’s lifestyle and culture.
● Write an explanatory paragraph contrasting the significance of the Nez Perce homeland to the Nez Perce tribe and to the U.S. government and settlers using evidence from Thunder Rolling in the Mountains and a clip from the film A Landscape of History.
● Read "How Beaver Stole Fire from the Pines” and complete a story map to describe the main characters and setting, and summarize the problem and resolution.
● Write an essay to compare and contrast Chief Joseph’s and Sound of Running Feet’s most
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative
important beliefs and values, explaining how these similar and different beliefs and values guide the characters' actions in the novel.
● Write an informative / explanatory paragraph that explains how a character’s perspective toward another character changes through an experience with sport
● Draft and deliver a speech to honor and remember Negro league players using key texts.
● Formal fluency performance - select and rehearse a passage
● Class discussions
● Analysis of written responses (student journals)
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Vocabulary assessments
Foundational Skills:
● Analysis of student writing for spelling & grammar
STAGE 3: LEARNING PLAN
First Topic: How did the US westward expansion impact Native American cultures in the West?
Learning Targets:
Readers, Researchers, and Listeners
● I can determine two or more main ideas and key details.
● I can infer meaning when reading a text.
● I can summarize and paraphrase text using my own words.
● I can determine the main or central ideas of informational texts and explain how key details support them.
● I can compare the main ideas. Writers and Speakers
● I can write a paragraph with a strong topic sentence.
● I can write an informational text on a particular topic.
● I can summarize informational text, paraphrasing main ideas in a shortened version.
Learning
Activities
for Reading and Writing (Lessons 1-4)
Students with increased independence will…
Estimated # of Lessons: 4
Essential Question: MODULE:
● How do cultural beliefs and values guide people? READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean? WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● Build critical background knowledge about American expansions and its impact on Native American cultures in the west.
● Think-pair-share to practice reading comprehension strategies; annotating, questioning, summarizing
● Match details from the text to the correct main idea statement
● Hone foundational reading and writing skills through a series of short, informational texts
● Build content knowledge about Native American cultures of the West and their values, costumes, and ways of life before Lewis and Clark.
● Develop summary writing to build main ideas and key details
Grammar Focus:
● Clarify the meaning of culture(use Frayer model), values
● Identify, categorize, and describe the function of prepositional phrases
Resources:
“The Indian Country, 1800: A Brilliant Plan for Living” “A New Nation Come to the Indian Country”
Second Topic: How did Nez Perce Homeland sustain their lifestyle and culture?
Learning Targets:
Readers, Researchers, and Listeners
● I can annotate to record my understanding about what I read.
● I can make inferences when reading informational text.
● I can draw conclusions based on evidence in the text.
Writers and Speakers
● I can write a topic statement for an informative/explanatory paragraph.
● I can write an informational paragraph on a particular topic that includes elaboration.
● I can rehearse my thinking aloud before writing.
● I can revise my own writing.
● I can cite evidence for elaboration when writing summaries.
Estimated # of Lessons: 4
Essential Questions: MODULE:
● How do cultural beliefs and values guide people? WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
Learning Activities for Reading and Writing (Lessons 5-8)
Students with increased independence will…
● Build knowledge of the Nez Perce homeland and its relationship to the culture and lifestyle of its people
● Understand the structure of an informative/explanatory paragraph with topic statement and body sentences, and a conclusion.
● Orally rehearse an explanatory paragraph
● Create an explanatory paragraph meeting comprehension, structure and development criteria
● Discover relationships between a given topic and the Nez Perce ancestral homeland
Texts/Resources:
Video: A Landscape of History
“Food and Drink” (US Department of Agriculture, Nez Perce National Historic Trail)
“Clothing” (US Department of Agriculture, Nez Perce National Historic Trail)
“Shelter-TheTipi” (US Department of Agriculture, Nez Perce National Historic Trail)
“Getting Around” (US Department of Agriculture, Nez Perce National Historic Trail)
“Children’s Play” (US Department of Agriculture, Nez Perce National Historic Trail)
“Spirituality” (US Department of Agriculture, Nez Perce National Historic Trail)
“Transport and Trade” (US Department of Agriculture, Nez Perce National Historic Trail)
Grammar Focus:
● Use knowledge of affixes as clues to determine word meaning
● Add detail to sentences by using prepositional phrases
Third Topic: What role do stories play in Nez Perce culture?
Learning Targets:
Readers, Researchers, and Listeners
● I can (orally) summarize stories and chapters of novels, describing characters, settings, conflict, key events, and outcome or resolution.
● I can analyze characters' similarities and differences.
● I can apply storytelling techniques to deepen my thinking.
● I can understand how stories play a role in culture.
● I can discuss the roles of stories in a culture and compare how the two stories reflect cultural beliefs and values.
● I can draw on evidence from two stories to support my ideas, both orally and in written form. Writers and Speakers
● I can write an informative/explanatory paragraph in response to what I have read.
Learning Activities for Reading and Writing (Lessons 9-12)
Students with increased independence will…
Estimated # of Lessons: 4
Essential Questions: MODULE:
● How do cultural beliefs and values guide people? WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Deepen understanding of Nez Perce culture and its relationship to homeland while listening and reading traditional Nez Perce stories
● Explore myths and stories as a form of cultural entertainment and deepen thinking about the important roles stories played in Nez Perce culture
● Refer to and use the Norms for Speaking Collaboratively while in small group or large group academic conversations
● Analyze the Nez Perce origin story “Coyote and Monster” and “How Beaver Stole…”
● Use story map and TDQs (text-dependent questions) to support summarizing key story elements
● Develop a written response to the focus question using the compare paragraph structure
Texts/Resources:
“Coyote and the Monster Story” told by J.R. Spencer(oral telling) “How Beaver Stole Fire from the Pines” (Nez Perce)
Grammar Focus:
● Understand words that begin with prefix -De
● Interpet personification
● Use correct capitalization and punctuation for titles of books, articles, short stories, and myths
Fourth Topic: How does conflict between the Nez Perce and the US government reveal differing cultural beliefs and values?
Learning Targets:
Readers, Researchers, and Listeners
● I can make connections between the story and my prior knowledge.
● I can discover similarities and differences between a traditional explanatory paragraph and a comparison/contrast paragraph.
● I can use a timeline to organize events I have read about.
● I can apply what they learn in the film to deepen their understanding of the novel’s characters and conflict.
● I can summarize key story elements
● I can analyze the developing conflict in a story.
● I can consider the significance of major conflict as I analyze and elaborate on characters’ words (quote).
Writers and Speakers
● I can write a compare/contrast paragraph that contains a topic sentence.
● I can elaborate on evidence and organize my ideas for writing using a planner.
Estimated # of Lessons: 4
Essential Questions: MODULE:
● How do cultural beliefs and values guide people?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
Learning Activities for Reading and Writing (Lessons 13-16)
Students with increased independence will:
● Begin reading anchor text Thunder Rolling in the Mountains and study characters and conflict, make connections between the story and their prior knowledge of conflict between Native Americans in the West and settlers-use think-pair-share and notice and wonder
● Use Evidence Organizer to record and elaborate on evidence of beliefs and values that guide Chief Joseph and Sound of Running Feet in the novel. This will support the writing of a contrast paragraph, leading to a compare/contrast essay at the end of the module.
● Create a timeline detailing the conflict between the Nez Perce tribe and the U.S. Government
Text/Resources:
Thunder Rolling in the Mountains by Scott O’Dell and Elizabeth Hall (optional) The Birchbark House by Louise Erdrich A Landscape of History film clip
Grammar Focus:
● Integrate background knowledge to determine the meaning of moons and suns
● Identify and use compare-contrast transitions in writing
Fifth Topic: What important beliefs and values guide Chief Joseph and his daughter, Sound of Running Feet?
Learning Targets:
Readers, Researchers, and Listeners
● I can compare and contrast two or more characters, settings, or events in a story.
● I can compare and contrast texts.
● I can analyze characters by noticing what they do, what they say, and what they think.
● I can analyze interactions between characters.
● I can summarize and paraphrase text using my own words.
● I can explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Writers and Speakers
● I can write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Estimated # of Lessons: 12
● Essential Questions: MODULE:
Learning Activities for Reading and Writing (Lessons 17-28)
Students with increased independence will:
● How do cultural beliefs and values guide people?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Build foundational art analysis skills by observing portraits to explain how artists convey the importance of their figures(leadership qualities).
● Analyze how characters’ words and actions reveal beliefs and values. Apply this to two main characters in Thunder Rolling in the Mountains
● Contrast the characters’ arguments for and against General Howard’s orders for the Nez Perce to leave Wallowa. Use t-chart to contrast characters’ arguments; jot-pair-share in response journals.
● Generate reasons and evidence for and against each side’s argument and reflect on what these different arguments reveal about characters’ beliefs and values.
● Summarize key events in the novel based on key details in the text and on the “Route of Nez Perce” map.
● Perform a Readers’ Theater to practice fluency and build background knowledge of the conflict among the Nez Perce tribe and the U.S. Army
● Use Evidence Organizer to record and elaborate on evidence of beliefs and values that guide Chief Joseph and Sound of Running Feet in the novel.
● Analyze a scene in chapter 9 of Thunder Rolling in the Mountains to interpret a character’s message and understand a difference in characters’ beliefs.
● Create a tableau to capture the impact of the US Army’s surprise attack on the Nez Perce camp.
● Identify similarities and differences between Chief Joseph’s and Sound of Running Feet’s guiding beliefs and values by analyzing Evidence Organizers.
● Understand the concept of mood and how authors use language to create mood for a particular purpose.
● Contrast the mood in chapters 11 and 12 and explain how events in the story cause this change in mood.
● Identify the parts of a Painted Essay and explain their purposes in the essay
● Use a story map template to summarize key story elements in chapters 13-15.
● Compare and contrast Sound of Running Feet and the female settlers in Thunder Rolling in the Mountains
● Organize sentences for supporting paragraphs of a comparison-contrast essay focused on Sound of Running Feet and the white women
● Finish reading the novel, focusing on Chief Joseph’s Surrender Speech, and analyze the factors that enter into Chief Joseph’s decision to surrender
● Determine central theme or message of the novel
● Draft a thesis for an essay that states a key similarity and a key difference between Chief Joseph’s and Sound of Running Feet’s beliefs and values.
● Draft and create a compare/contrast essay of Chief Joseph’s and Sound of Running Feet’s core beliefs and values.
Text/Resources:
Thunder Rolling in the Mountains by Scott O’Dell and Elizabeth Hall
The White Cloud, Head Chief of the Iowas, George Catlin
Portrait of George Washington, Gilbert Stuart
Grammar Focus:
● Explain and interpret figurative language from the novel
● Explore nuances of the word truce
● Use the relationship between words to better understand the meaning of suffer
● Use context clues to infer meanings of mourning, wrenched, and crooned
● Identify transition words and repetition of ideas within and between paragraphs
● Clarify the meaning of surrender and complete the Frayer model
● Improve writing through use of transition words and repeated words, phrases, and/or ideas
Sixth Topic: What important Nez Perce beliefs and values does Chief Joseph convey in his “Lincoln Hall Speech”?
Learning Targets:
Readers, Researchers, and Listeners
● I can begin to analyze figurative language.
● I can recognize main ideas & key details in a text.
Estimated # of Lessons: 7
Essential Questions: MODULE:
● How do cultural beliefs and values guide people?
READING:
● I can use repetition of words and ideas in a complex text to make meaning.
● I can organize patterns I see and explain how they help me arrive at a deeper meaning of the text.
● I can synthesize information by identifying evidence and elaborating my ideas orally and in written form.
● I can compare and contrast texts.
Writers and Speakers
● I can revise my essay and offer feedback to peers before writing their final copy.
● I can write a compare-contrast essay.
Learning Activities for Reading and Writing (Lessons 29-35)
Students with increased independence will:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author/artist use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What is my main idea? How do I support that with relevant details in my writing?
● How does the organization of my writing affect how it is understood by my audience?
● Read Chief Joseph’s “Lincoln Hall Speech” and explain the impact of figurative language in it
● Determine the main ideas of the speech
● Identify repetition of words, ideas, and emotions in the speech to find deeper meaning
● Summarize two of Chief Joseph’s main concerns and proposed solutions in his speech
● Identify two of Nez Perce’s values and beliefs based on Chief Joseph’s words in his speech, find supporting evidence, and explain the importance of the evidence
● Develop evidence and elaboration of Nez Perce beliefs and values conveyed in Chief Joseph’s “Lincoln Hall Speech”
● Draft, write, revise, and edit an essay to explain how Chief Joseph conveys important Nez Perce beliefs and values in his famous “Lincoln Hall Speech” including an introduction, thesis, at least one supporting paragraph, and conclusion
Text/Resources:
Thunder Rolling in the Mountains by Scott O’Dell and Elizabeth Hall (optional) The Birchbark House by Louise Erdrich “Lincoln Hall Speech, “ Washington D.C. January 14, 1879, Chief Joseph, Chief of Nez Perce
Grammar Focus:
● Use etymology of justice to determine the meanings of related words
● Use knowledge of the prefix mis- as a clue to determine word meaning.
● Clarify the meaning of liberty
● Identify coordinating and subordinating conjunctions and their functions
● Combine and expand sentences using conjunctions
Course Name: Gr. 5 ELA Unit Title: Word Play: How and why do writers play with words? Est. # of Lessons: 36
Unit Overview:
Let’s dive into how authors use wordplay like jokes and puns to make their writing come alive! When writers play with words with more than one meaning, it's like solving a fun puzzle. Puns can make us giggle and also show us new sides of the characters and their adventures. By exploring these clever language tricks, we learn how humor makes stories more interesting and meaningful!
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
● RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
● RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
● RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
● RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
● L.5.4.a Use context (e.g., cause/effect relationships and comparisons in a text) as a clue to the meaning of a word or phrase.
● L.5.5a Interpret figurative language, including similes and metaphors, in context.
● L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
● L5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Writers and Speakers
● W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
● W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
● W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
● W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.
● W.5.3.e Provide a conclusion that follows from the narrated experiences or events.
● W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
● W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Understandings
MODULE:
● Authors intentionally develop characters and have them use wordplay and figurative language to engage audiences, create humor and meaning, and express themes.
READING:
● Authors use character traits and motivations to drive the plot of a story and reveal themes.
WRITING:
● Effective writers make thoughtful choices about figurative language and style to convey their story to an audience.
Knowledge
● Story maps to organize information and monitor their comprehension in a fictional text
● Use of humor and how it impacts character interactions and the audience
● Descriptive language to show not tell in their descriptions of setting, characters, and conflictdriven dialogue
● Literal and figurative meaning of words and phrases.
● How an author develops characters, settings and plot.
● Narrative structure of scenes and how they
Essential Questions
MODULE:
● How and why do writers play with words?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can distinguish between the literal and figurative meanings of words and phrases, and determine their meanings in a text.
● I can explain how the author Norton Juster uses wordplay to develop characters, settings, and plot in The Phantom Tollbooth
● I can infer literal meanings of words through close analysis of Juster’s descriptions of settings and characters.
● I can determine themes in The Phantom Tollbooth based on how the main character responds to
develop the overall plot structure. challenges and changes as a result of his journey and experiences, supporting ideas with specific quotations from the text.
● I can trace and describe the narrative structure of individual episodes in The Phantom Tollbooth and explain how they function in developing the story’s overall plot structure.
● I can analyze how illustrations enrich readers’ experiences of character, settings, and wordplay in The Phantom Tollbooth. Writers and Speakers
● I can purposefully structure events in an imagined narrative to create exposition and develop characters, conflict, resolution, and meaning.
● I can convey character personality, traits, and conflict using dialogue.
● I can use descriptive and sensory language to convey setting and characters and illuminate wordplay.
● I can strengthen narrative writing by planning and revising dialogue sequences to develop character and conflict and illuminate themes.
● I can articulate and elaborate on a central theme of a literary text by writing an explanatory paragraph.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Write a character snapshot scene
● Write an exploded moment scene including dialogue to show conflicting ideas between characters
● Write an explanatory paragraph to identify one overarching theme
First Topic Focus Question: How can word play create confusion and humor?
Learning Targets: Readers, Researchers, and Listeners
● I can distinguish between the literal and figurative meanings of words and phrases, and determine their meanings in a text.
● I can summarize a story.
Formative Assessment
Comprehension, Vocabulary, Fluency:
● Formal fluency performance - select and rehearse a passage
● Class discussions
● Analysis of written responses (student journals)
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Vocabulary assessments
Foundational Skills:
● Analysis of student writing for spelling & grammar
Estimated # of Lessons: 4
Essential Questions: MODULE:
● How and why do writers play with words? READING:
● What does the text say? What does the text mean?
STAGE 3: LEARNING PLAN
● I can identify the conflict/problem in a story.
Writers and Speakers
● I can respond in writing to questions about what I have read.
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
Learning Activities for Reading and Writing (Lessons 1-4)
Students with increased independence will…
● Build critical background knowledge of word play through the use of riddles, puns, and comedy routines
● Explore how artists can play with images as writers play with words - notice and wonder about paintings
● Identify homophones, homographs and idioms and see how that helps them read and write word play
● Explore how words can cause confusion for the characters and create humor for the audience
Texts/Resources
● Paintings: The Persistence of Memory, Salvador Dali; Time Transfixed, Rene Magritte
● Collection of Puns
● “Who’s on First/” Bud Abbott and Lou Costello
Grammar Focus
● Explore homophones and homographs
● Explore content vocabulary: peculiar
● Identify and punctuate interjections
● Identify and punctuate tag questions and nouns of direct address
Second Topic Focus Question: How can writers use wordplay to develop a story’s settings and characters?
Learning Targets:
Readers, Researchers, and Listeners
● I can distinguish between the literal and figurative meanings of words and phrases, and determine their meanings in a text.
● I can infer literal meanings of words through close analysis of Juster’s descriptions of settings and characters.
● I can explain how the author Norton Juster uses wordplay to develop characters, settings, and plot in The Phantom Tollbooth.
● I can analyze how illustrations enrich readers’ experiences of character, settings, and wordplay in The Phantom Tollbooth
● I can convey character personality, traits, and conflict using dialogue.
● I can use descriptive and sensory language to convey setting and characters and illuminate wordplay.
Writers and Speakers
● I can strengthen narrative writing by planning and revising dialogue sequences to develop character and conflict and illuminate themes.
Estimated # of Lessons: 11
Essential Questions:
MODULE:
● How and why do writers play with words?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Learning Activities for Reading and Writing (Lessons 5-15)
Students with increased independence will…
● Begin reading anchor text The Phantom Tollbooth using story map or other graphic organizer such as setting and character analysis chart, observe-infer-wonder chart, setting snapshot
● Build critical background knowledge of the main character and analyze how he evolved over the course of the novel. Use strategies such as I notice, I wonder
● Read poems to analyze how other authors use word play and communicate a message
● View paintings to examine arrangement and placement of objects to make them appear surreal and how it impacts them as a viewer
● Learn techniques to strengthen word choice in a written snapshot using character snapshot planner
Texts/Resources
● The Phantom Tollbooth
● Two paintings: The Persistence of Memory, Salvador Dali; Time Transfixed, Rene Magritte
Grammar Focus
● Explore word relationships between wisdom, knowledge, and ignorance
● Explore precise word meanings for words related to think
● Interpret and analyze idioms
● Analyze the effect of word choice in descriptive writing
● Examine the morphology of surreal
● Interpret and clarify the meanings of adages and proverbs
● Understand the differences in meaning of the closely related words controversies, disputes, grievances, quarrels
● Strengthen word choice in writing using vivid verbs, concrete details, and prepositional phrases
Third Topic Focus Question: How can writers use wordplay to develop a story’s plot?
Learning Targets:
Readers, Researchers, and Listeners
● I can infer literal meanings of words through close analysis of Juster’s descriptions of settings and characters.
● I can determine themes in The Phantom Tollbooth based on how the main character responds to challenges and changes as a result of his journey and experiences, supporting ideas with specific quotations from the text.
● I can trace and describe the narrative structure of individual episodes in The Phantom Tollbooth and explain how they function in developing the story’s overall plot structure.
● I can purposefully structure events in an imagined narrative to create exposition and develop characters, conflict, resolution, and meaning.
● I can convey character personality, traits, and conflict using dialogue.
● I can use descriptive and sensory language to convey setting and characters and illuminate wordplay.
Writers and Speakers
Estimated # of Lessons: 11
Essential Questions: MODULE:
● How and why do writers play with words?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● n/a
Learning Activities for Reading and Writing (Lessons 16-26)
Students with increased independence will…
● Review traditional elements of plot and see how these elements work together to provide an overall structure in the story. Apply this to the events in The Phantom Tollbooth.
● Trace Milo’s hero’s journey using the Hero’s Quest Plot Flowchart, Milo’s Gifts
● Use ESCAPE structure as a story map for The Phantom Tollbooth.
● Strengthen student understanding of the purpose of dialogue between characters in their “exploded moment” narratives using graphic organizer Dialogue Quest
● Use a story map structure, exploded moment planner to help them organize details about new setting, characters, conflict, and events
● Analyze how dialogue reveals characters’ differing points of view and apply that to crafting their own dialogue sequences
● Draft opening lines of their narratives using wordplay in character and setting snapshots and narrative leads
● Make evidence based inferences about the text
● Draft and revise exploded moment narratives
Texts/Resources
● The Phantom Tollbooth Grammar Focus
● Clarify meanings of unknown words by using a Thesaurus to find familiar synonyms
● Explore multiple meanings of point of view
● Experiment with quoting from a text
● Identify and classify introductory elements(clauses, phrases, adverbs, conjunctions, etc.)
● Apply rules of formatting and punctuating to dialogue, interjections, tag questions, and nouns of address in writing
● Apply knowledge of the prefix Dis- to understand meanings of disconsolate and dissonance
Fourth Topic Focus Question: How is the Phantom Tollbooth a story of transformation?
Learning Targets:
Readers, Researchers, and Listeners
● I can determine themes in The Phantom Tollbooth based on how the main character responds to challenges and changes as a result of his journey and experiences, supporting ideas with specific quotations from the text.
● I can analyze how illustrations enrich readers’ experiences of character, settings, and wordplay in The Phantom Tollbooth
● I can convey character personality, traits, and conflict using dialogue.
● I can use descriptive and sensory language to convey setting and characters and illuminate wordplay.
● I can strengthen narrative writing by planning and revising dialogue sequences to develop character and conflict and illuminate themes.
Writers and Speakers
● I can use a planner to organize my thoughts and
Estimated # of Lessons: 10
Essential Questions:
MODULE:
● How and why do writers play with words?
READING:
● What does the text say? What does the text mean?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or story elements do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
ideas when I “explode a moment” or write a narrative story.
● I can put a lead and dialogue sequence in my narrative writing.
Learning Activities for Reading and Writing (Lessons 27-36)
Students with increased independence will…
● Read and summarize an episode to analyze how the character responds to change
● Summarize a way in which the main character has shown change or transformation
● Identify the character’s internal struggle and analyze how he can resolve this
● Perform an expressive read aloud to enhance fluency and comprehension
● Identify the story elements, climax and resolution and its significance to the text
● Brainstorm ideas for an exploded moment narrative
● Apply the ESCAPE structure on narratives
● Use a story map structure, exploded moment planner to help them organize details about new setting, characters, conflict, and events
● Analyze how dialogue reveals characters’ differing points of view and apply that to crafting their own dialogue sequences
● Draft opening lies of their narratives using wordplay in character and setting snapshots and narrative leads
Grammar Focus:
● Demonstrate an understanding of the word trivial by examining synonyms and antonyms
● Apply knowledge of the suffix -ous to define words
● Use commas to set off interjections, tag questions, nouns of direct address, and introductory elements from the rest of the sentence
● Expand sentences by adding introductory elements, using a comma to set them off from the rest of the sentence.
Course Name: Gr.5 ELA Module 2
Unit Title: A War Between Us- How did the Civil War impact people? Est. # of Lessons: 37
Unit Overview: Let's step back into the fascinating time of the Civil War in America! We will take our skills from an earlier module to examine how this war transformed a period in American history. By studying the perspectives of various groups of people who lived during the Civil War, we develop a level of understanding to compose an opinion on the effects of this war.
STAGE 1: DESIRED RESULTS
Established Goals
Readers,
Researchers, and Listeners
● RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
● RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
● RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
● RI5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
● RI5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Writers and Speakers
● W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
● W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
● W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Understandings
MODULE:
● War impacts people and changes lives regardless of whether they are fighting or supporting at home.
READING:
● Effective readers can identify and understand various perspectives to develop a more informed
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
MODULE:
Essential Questions
● How did the Civil War impact people?
READING:
● What does the text say? What does the text mean?
● How do I determine what is important in a text?
WRITING:
view of what happened.
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
● Authors use intentional language or word choices to enhance understanding and communicate important information.
WRITING:
● Effective writers use main ideas and supporting details to share knowledge about a topic.
● Effective writers make thoughtful choices about content, language, and style to convey their opinion to an audience
Knowledge
Reading and Writing Foundations
- Continued use of context clues in both reading and listening to define unknown words
- Continue to apply knowledge of main ideas and key details
- Continue to analyze examples of figurative language that add depth and complexity to texts
- Continue the practice of speaking and listening skills to support summarizing
- Continue to respond to reading in written form
- Analyze various sides of an argument to make an informed opinion and craft a revised thesis statement with reasons to support
- Gather evidence for multiple opinions to inform the point of view and provide clarity on how others may feel
- Apply knowledge of informative/explanatory writing to support writing an opinion essay
- Draw on knowledge of literature(literary elements, story structure, figurative language, characters, setting, events).
Historical Background (frame of reference)
- Major factors in both the North and South that led to the start of the Civil War
- Impact that Civil War had on a range of people
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can analyze how a narrator’s point of view influences descriptions of events, and how events would be described differently from another character’s point of view
● I can examine multiple firsthand accounts of war, described by Northern and Southern boy soldiers, and identify similarities and differences in their points of view.
● I can shift from exploring literary points of view to different characters’ attitudes and perspectives and the factors that shape them.
● I can apply the structure and mechanics of language and text to decode and construct meaning.
● I can interpret key metaphors and similes in The River Between Us, and explain how they reveal important insights into characters, events, and themes in the story.
● I can determine the meanings of words and phrases in informational texts to build background knowledge of the Civil War
● I can identify similarities and differences in points of view.
● I can infer how others think, feel, and believe to determine a point of view about an issue or topic
● I can determine the main or central ideas of informational texts and explain how key details support them.
● I can determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Writers and Speakers
● I can write opinion pieces, presenting and supporting an opinion with reasons and evidence from the text.
● I can develop a thesis statement with reasons and
details to support my claim.
● I can explain how an author supports the main point(s) with reasons and evidence in a text.
● I can summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
● I can summarize information presented in various formats.
● I can quote accurately from the text to support one’s ideas or opinions on a research topic, as well as when explaining what a text says or drawing inferences from the text.
● I can present an opinion, supporting a point of view with logical reasons and ideas, as appropriate to task, purpose, and audience.
● I can write a journal entry to present an opinion from the first-person point of view of a narrator in The River Between Us, to demonstrate understanding of points of view and the impact of war on different people or characters.
● Based on guidance and support from teachers and peers, I can strengthen writing by taking a piece through multiple focused revisions.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Write an opinion essay in which you support your point of view about whether the Civil War impacted members of the Pruitt family in a mostly positive or mostly negative way. Use evidence from The River Between Us to develop two reasons. Elaborate on your evidence to support your reasons.
Formative Assessment
Comprehension, Vocabulary, Fluency:
● Write an informative/explanatory paragraph that explains a factor that led to the start of the Civil War
● Write an opinion essay about whether boy soldiers were affected by fighting in the Civil War for better or worse
● Write a journal entry from a character’s point of view explaining reasons that support a character's opinion
● Write an informative/ explanatory paragraph that explains the meaning of an important analogy from The River Between Us.
● Formal fluency performance - select and rehearse a passage
● Class discussions
● Analysis of written responses (student journals)
● Analysis of graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Vocabulary assessments
Foundational Skills:
● Analysis of student writing for spelling & grammar
STAGE 3: LEARNING PLAN
First Topic Focus Question:
What factors led to the start of the Civil War?
Learning Targets:
Readers, Researchers, and Listeners
● I can summarize information presented in various formats.
● I can determine the meanings of words and phrases in informational texts to build background knowledge of the Civil War.
● I can determine the main or central ideas of informational texts and explain how key details support them.
● I can infer how others think, feel, and believe to determine a point of view about a point of view about an issue or topic
● I can determine the meanings of words and phrases in informational texts to build background knowledge of the Civil War
Writers and Speakers
● n/a
Learning Activities for Reading and Writing (Lessons 1-5)
Students with increased independence will…
Estimated # of Lessons: 5
Essential Questions:
MODULE:
● How did the Civil War impact people?
READING:
● What does the text say? What does the text mean?
● How do I determine what is important in a text?
● Build crucial background knowledge about the political and social impact of the United States in the years leading up to the Civil War and the factors that led to its outbreak.
● Apply listening strategies(primarily listening for transition words and phrases)during a video to help locate context clues to improve the understanding of factors that led to the Civil War.
● Explore the differences between the North and South by looking at several maps and organize the information.
● Summarize aloud information that has been read in order to rehearse before summarizing in writing.
● Analyze photographs to describe what they reveal about President Lincoln’s leadership.
Grammar Focus:
● Demonstrate understanding of the prefixes anti- and ab- and apply knowledge to other words
● Identify the functions of verbs and use verb tenses correctly
● Identify and form verbs to convey various sequences, times, and conditions
Second Topic Focus Question: How did the Civil War impact boy soldiers?
Learning Targets:
Readers, Researchers, and Listeners
● I can analyze how a narrator’s point of view influences descriptions of events, and how events would be described differently from another character’s point of view.
Estimated # of Lessons: 10
Essential Questions:
MODULE:
● How did the Civil War impact people?
READING:
● What does the text say? What does the text mean?
● How do I determine what is important in a text?
WRITING:
● I can examine multiple firsthand accounts of war, described by Northern and Southern boy soldiers, and identify similarities and differences in their points of view.
● I can explain how an author supports the main point(s) with reasons and evidence in a text.
● I can summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
● I can infer how others think, feel, and believe to determine a point of view about an issue or topic.
● I can develop a thesis statement with reasons and details to support my claim.
Writers and Speakers
● I can write opinion pieces, presenting and supporting an opinion with reasons and evidence from the text.
● Based on guidance and support from teachers and peers, I can strengthen writing by taking a piece through multiple focused revisions.
Learning Activities for Reading and Writing (Lessons 6-15) Students with increased independence will…
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Infer and predict a character's feelings and points of view based on photographs and information from the text, The Boys’ War
● Explain how authors use reasons and evidence to support points
● Compare and contrast primary sources-letters, photographs, and journals
● Identify whether a statement is an opinion or a thesis statement
● Use the informational/ explanatory essay structure to write an opinion statement with ideas about supporting evidence
● Use quotations from the text to compare and contrast soldiers' point of view
Grammar Focus:
● Demonstrate understanding of suffix-able/-ible, apply knowledge to other words
● Understand the meaning of words ending in -ate and -ation
● Identify and form present perfect, past perfect, and future perfect verb tenses and use the tenses correctly when writing
● Explore the relationship of words amputate/amputation and mutilate/mutilation to better understand the meanings
● Demonstrate knowledge of the root -cour- to understand unfamiliar words
● Explore academic vocabulary: naive, tacitly
Resources:
The Boys War, Jim Murphy Articles, ‘Hospitals and Medical Knowledge’ and ‘Amputation’
Third Topic Focus Question: How did the Civil War impact girls and women?
Learning Targets: Readers, Researchers, and Listeners
Estimated # of Lessons: 14
Essential Questions: MODULE:
● How did the Civil War impact people?
● I can analyze how a narrator’s point of view influences descriptions of events, and how events would be described differently from another character’s point of view.
● I can interpret key metaphors and similes in The River Between Us, and explain how they reveal important insights into characters, events, and themes in the story.
● I can shift from exploring literary points of view to different characters’ attitudes and perspectives and the factors that shape them.
● I can draw on knowledge of literature (literary elements, story structure, figurative language, characters, setting, events).
● I can summarize the points a speaker makes and explain how each claim is supported by reasons and evidence
● I can summarize information presented in various formats.
● I can quote accurately from the text to support one’s ideas or opinions on a research topic, as well as when explaining what a text says or drawing inferences from the text.
Writers and Speakers
● I can write opinion pieces, presenting and supporting an opinion with reasons and evidence from the text.
● I can explain how an author supports the main point(s) with reasons and evidence in a text.
Learning Activities for Reading and Writing (Lessons 16-29)
Students with increased independence will…
READING:
● What does the text say? What does the text mean?
● How do I determine what is important in a text?
WRITING:
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Create story timelines to organize themselves with character perspectives from The River Between Us.
● Explore how people’s experiences can shape their points of view, and how point of view, in turn, can shape how a narrator describes events or interprets others when responding to text dependent questions.
● Role-play to deepen and extend understanding of expressing point of view and rehearse ideas orally.
● Become aware of how figurative language can enhance beauty and meaning in a text, as well as create mood when considering the impacts of war.
● Explain how characters grow and change based upon their experiences, citing evidence of how they were then versus now when writing journal entries from a character’s first-hand account.
● Grow ideas and widen perspectives by reading multiple sources and synthesizing ideas with others and reflecting on the impacts of war.
Grammar Focus:
● Use context and knowledge of Latin root ped as clues to meanings of words
● Explain the meanings of words and phrases written in dialect
● Explore similes and metaphors
● Recognize appropriate and inappropriate shifts in verb tense, and correct inappropriate shifts
Fifth Topic Focus Question: How did the Civil War impact the Pruitt family in the historical fiction novel, The River Between Us?
Learning Targets:
Readers, Researchers, and Listeners
● I can quote accurately from the text to support one’s ideas or opinions on a research topic, as well as when explaining what a text says or drawing inferences from the text.
● I can develop a thesis statement with reasons and details to support my claim.
Writers and Speakers
● I can write an opinion essay, presenting and supporting an opinion with reasons and evidence from the text.
● Based on guidance and support from teachers and peers, I can strengthen writing by taking a piece through multiple focused revisions.
Learning Activities for Reading and Writing (Lessons 33-37)
Students with increased independence will…
Estimated # of Lessons: 5
Essential Questions: MODULE:
● How did the Civil War impact people? WRITING:
● What words, devices, and/or details do I use to communicate my opinion to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● Analyze a character's point of view using evidence from the text
● Identify evidence that shows an impact of the war on individual characters
● Form an opinion statement and create supporting reasons
● Draft an opinion essay, focusing on opinion statements, reasons, evidence, elaboration and concluding statements
Grammar Focus:
● Demonstrate understanding of verb tense and identify inappropriate shifts in verb tense
Unit Overview:
Sports aren't just about winning and losing; they have the power to make a big difference in the world by uniting people, challenging unfairness, and providing hope for the future. We're going to dive into the amazing impact of sports and discover how they influence both individuals and communities.
STAGE 1: DESIRED RESULTS
Established Goals
Readers, Researchers, and Listeners
● RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
● RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
● RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
● RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writers and Speakers
● W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
● W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
● W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
● W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Understandings
Transfer Goals
Readers, Researchers, and Listeners
● Apply the relationships among sounds, letters, word parts, and vocabulary to decode texts and construct meaning.
● Engage with texts to spark curiosity to analyze, evaluate, and become more knowledgeable.
● Discover ideas and authors’ techniques designed to promote curiosity and enjoyment.
● Explore points of view using details and evidence to deepen or broaden ideas through engagement with others.
● Make strategic and thoughtful decisions to guide the reading experience (what am I reading, why am I reading it, and how am I reading it).
Writers and Speakers
● Apply the relationships among sounds, letters, word parts, and vocabulary to become fluent, strategic, and independent writers.
● Communicate effectively based on purpose, task, and audience.
● Build stamina, perseverance, and craftsmanship through the writing process.
MODULE: MODULE:
Essential Questions
● Athletes and teams who have overcome adversity and challenged barriers inspire us and teach us important lessons about perseverance, hard work, and the power of teamwork and community.
READING:
● Effective readers use key information, details, and features of the text to determine and explain its main ideas/themes.
● Effective readers analyze, infer and synthesize texts presented in different formats to build and share knowledge.
WRITING:
● Effective writers gather and organize relevant information from a variety of sources and produce clear, coherent writing pieces.
● Effective writers make thoughtful choices about content, language, and style to convey their ideas to an audience.
● Effective writers understand that relevant information is dependent upon the purpose of the task, perspective of the researcher, and validity of the source.
Knowledge
● How individuals, athletes, teams, and coaches throughout history have challenged barriers of racism, gender, and culture as well as physical barriers
● How Negro Leagues created opportunities for African American baseball players
● How to find information efficiently to answer research based question
● When to summarize and when to use direct quote
● How can sports influence individuals and societies?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● How do I take notes so I remember what’s important?
● When do I have enough information so that I can draw a conclusion?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● What makes a source trustworthy?
Skills (Framed as Learning Targets)
Readers, Researchers, and Listeners
● I can quote accurately from the text to support one’s ideas or opinions on a research topic, as well as when explaining what a text says or drawing inferences from the text.
● I can compare and contrast text structures of events, ideas, concepts, or information in two or more informational texts to support understanding of the texts’ main ideas or points.
● I can draw on information from multiple sources to answer research questions about influential athletes, teams, and sports-focused organizations.
● I can synthesize information from multiple sources on the same topic to inform and support one’s ideas, in both speaking and writing.
Writers and Speakers
● I can conduct research to build knowledge about a topic by gathering and synthesizing relevant information from several sources; paraphrasing and summarizing relevant information in notes and finished work; and providing a list of sources.
● I can clearly organize and develop ideas in writing as appropriate for the task, audience, and purpose.
● With some guidance and support from adults, I can individually and collaboratively produce and publish writing using technology.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Write an informative/explanatory research essay that explains how an organization is using the sport of soccer to influence individuals and societies.
● Research information and create a multi-media exhibit that features an athlete who challenged a barrier
First Topic Focus Question: How can sports affect the way we view others?
Learning Targets:
Readers, Researchers, and Listeners
● I can understand the documentary genre and the impact of the filmmakers’ choices in telling a story.
● I can show understanding of character, setting, and plot.
● I can infer characters’ traits with expressive readalouds.
● I can analyze characters’ perspectives and change with text evidence and elaboration.
Writers and Speakers
● I can reflect in writing as I compare/contrast themes in two texts.
Learning Activities for Reading and Writing (Lessons 1-4)
Students with increased independence will:
Formative Assessment
Comprehension, Vocabulary, Fluency:
● Write an informative / explanatory paragraph that explains how a character’s perspective toward another character changes through an experience with sport
● Draft and deliver a speech to honor and remember Negro league players using key texts.
● Formal fluency performance - select and rehearse a passage from “Raymond’s Run”
● Class discussions
● Analysis of written responses (student journals)
● Graphic organizers, exit tickets
● Responses to text dependent questions (multiple choice and/or short answer quiz)
● Vocabulary assessments
Foundational Skills:
● Analysis of student writing for spelling & grammar
Estimated # of Lessons: 4-6
Essential Questions:
● How do listeners use strategies to better understand what they hear?
● How do a narrator’s words taken from a text help us make inferences about personality traits?
● How do details in the story reveal a character has changed?
● How do details, character’s choices and events in the story reveal themes?
● Watch sports documentary using “notice and wonder routine” with students to identify what story the filmmakers are telling and what it reveals about the power of sports
● Activities to build background knowledge to support understanding about Nelson Mandela and Apartheid in South
STAGE 3: LEARNING PLAN
Africa
● Expressive read-aloud of story opening lines to help establish a strong grasp of character. Follow up with summarizing scenes to show the character's voice and interactions with other characters.
● Have students gather and elaborate on evidence of changes with the main character using strategies such as think, pair, share, story map, evidence organizer, small group questions about the text.
● Invite students to reflect on what the Nelson Mandela documentary and “Raymond’s Run” both teach about the power of sports to help us see in new ways using strategies such as Chalk Talk, Evidence Organizer.
Text/Resources:
● Painting: The Fall of Icarus
● “Nelson Mandela Iconic Speech”
● “Raymond’s Run”
● “ESPY Awards-nelson Mandela” documentary
Grammar Focus:
● Explore morphemes: crat/cracy
● Analyze vernacular in context to infer meaning and deepen understanding of character
● Spell homophones and commonly misused words correctly
● Edit writing to correct spelling errors
Second Topic Focus Question: How can sports create opportunities for change?
Learning Targets: Readers, Researchers, and Listeners
● I can reflect on the importance of using multiple sources when researching a topic.
● I can consider how the overall text structure helps me comprehend the main ideas of an author’s work.
● I can compare/contrast the text I read.
● I can draw on prior knowledge of paraphrasing and directly quoting information to reflect on how an author uses two types of evidence to support his research.
● I can consider how authors use text structure to organize and develop their main ideas, drawing comparisons between text structures.
● I can examine how an author sequences their points before considering how to order my own points.
● I can identify two main ideas of a text.
Writers and Speakers
● I can use quoted evidence to support a main idea.
● I can write a paragraph to support my ideas by paraphrasing evidence, directly quoting, and describing change.
● I can revise previously written paraphrased information.
● I can select a powerful direct quotation to support one of my points.
Estimated # of Lessons: 12-15
Essential Questions: MODULE:
● How can sports influence individuals and societies?
READING:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● How do I take notes so I remember what’s important?
● When do I have enough information so that I can draw a conclusion?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● What makes a source trustworthy?
● I can write a thesis statement then practice orally, sequencing my ideas to consider what is most logical and will have the greatest impact on my audience.
● I can add purposeful transitions to my writing or oral presentations.
Learning Activities for Reading and Writing (Lessons 5-16)
Students with increased independence will:
● Orientation activities to We are the Ship, such as notice and wonder based on front cover and illustrations, making predictions based on chapter titles, reviewing end notes sections to understand how much research goes into the writing.
● Individual or paired sentence writing that explains what the Negro Leagues in baseball were and why they came to be.
● Quick review of text structures and then have students practice identifying text structure when examining a text.
● Use strategies such as thin-alouds and scaffolds to help students analyze sample paraphrases of key ideas and rewrite examples to meet success criteria for paraphrase evidence.
● Practice identifying and using direct quotations as evidence. Discuss with students when this form of evidence is more helpful/less helpful in writing a summary.
● Review the information from their graphic organizers and response journals and draft a topic statement. Then draft evidence to support their topic and get feedback from a peer, small group, or teacher.
● Draft paragraphs and then share to get feedback on how they paraphrased information. Rewrite their paragraph to revise paraphrased evidence as needed as well as add in one direct quotation.
● Read a short article about Jackie Robinson and have students summarize key points in the article to ensure basic comprehension and the sequencing of key points in the documentary. They will then apply this in the development of their own speech.
● Have students independently annotate using sticky notes or flags to identify details that help them understand the decisions the author made when writing the book. Then have them share in pairs or whole-class.
● Orally rehearse speeches using notecards to organize information
● Present speech to a small group
Text/Resources:
● We are the Ship: The Story of Negro League Baseball
● “Cool Papa Bell”
Grammar Focus:
● Use commas to separate items in a series.
● Identify and use coordinating and subordinating conjunctions in sentences. Refer to the acronym FANBOYS.
● Apply knowledge of the prefix sym- to deepen understanding of the words sympathy and sympathetic.
● Explore the relationship between integrating and segregated
● Explore the word barrier using the Frayer model
● Deepen understanding of the word bitter using a word map
● Generate synonyms and antonyms for the words fortitude, resilience, and antagonism
Third Topic Focus Question: How can people challenge or overcome barriers through sports?
Learning Targets: Readers, Researchers, and Listeners
● I can infer how filmmakers used historical film footage and photographs to build knowledge.
Estimated # of Lessons: 14-16
Essential Questions: MODULE:
● How can sports influence individuals and societies? READING:
● I can close-read to locate answers to research questions.
● I can develop my note-taking skills, by paraphrasing answers to my research questions to understand.
● I can listen to understand to help me focus on listening for information that confirms or builds on what I already know about the topic.
● I can take relevant notes from an article to answer research questions.
Writers and Speakers
● I can synthesize information from multiple sources on a topic and reflect on what I have learned.
● I can research, create an exhibit, and present that information with a research team.
● I can examine and experiment with multi-media elements to enhance my research.
Learning Activities for Reading and Writing (Lessons 17-30)
Students with increased independence will:
● How do I determine what is important in a text?
● What does the text say? What does the text mean?
● How do I take notes so I remember what’s important?
● When do I have enough information so that I can draw a conclusion?
● What words, devices, and/or text features does the author use to communicate to the reader? How does that affect me as a reader?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● What makes a source trustworthy?
● Listen to understand a documentary and describe how it builds knowledge
● Use established research questions to learn about a topic
● Cite and paraphrase evidence
● Record various source information and provide a brief description
● Gather and paraphrase relevant information to answer research questions
● Synthesize information from several sources to summarize and reflect on the significance
● Conduct initial research using multiple sources to explore and learn about a topic
● Choose and describe a multimedia element and explain how it enhances main ideas
● Present research using multi media effects and visual displays to inform an audience
Text/Resources:
● “Always #Like a Girl”
● “A Boston Marathon First: Bobbi Gibb on Her History-Making Run”
● “Afghan Sprinter Tahmina Kohistani Shows What’s Possible for Muslim Women”
● “Fugees: Arete Honors 2008”
● Sculpture: Joie de Vivre
● “Refugees Find Hope, Film Deal on Soccer Field”
● “CNN Hero Luma Mufleh: From Refugees to Fugees”
● “Meet CNN Hero Luma Mufleh”
● “About the Paralympics: Paralympic History”
● “History in Detail: Dr. Ludwig Guttman”
● Painting: The Fall of Icarus
Grammar Focus:
● Deepen understanding of the words stereotype, social norm, challenge, overcome and barrier.
● Identify and use correlative conjunctions in sentences.
● Apply trans- to more deeply understand the words transportation, transition, and transformed
● Apply para- to more deeply understand the words paralyzed, paraplegic, and parallel and Paralympics.
● Explore academic vocabulary: baffled and zeal
● Demonstrate understanding of the root posit- and apply knowledge to other words
● Identify ways writers add variety to sentences
● Revise sentences to vary length, type, and beginning
● Include sentence variety to add interest to writing
Fourth Topic Focus Question: How can sports influence individuals and societies?
Learning Targets:
Readers, Researchers, and Listeners
● I can conduct my own research using prior knowledge and readings about a topic to learn more.
● I can find answers to my research questions through internet searches.
Writers and Speakers
● I can write/type a research essay.
● I can reference my sources of research.
● I can use computer-based features such as inserting images, creating text boxes, or using basic review or mark-up tools.
Learning Activities for Reading and Writing (Lessons 31-35)
Students with increased independence will:
Estimated # of Lessons: 6-8
Essential Questions: MODULE:
● How can sports influence individuals and societies?
READING:
● How do I determine what is important in a text?
● How do I take notes so I remember what’s important?
● When do I have enough information so that I can draw a conclusion?
WRITING:
● How am I developing the organization and craftsmanship of my writing to make it more readable?
● What makes a source trustworthy?
● Learn about expectations for the EOM task research essay, study an exemplar essay, and annotate it for task criteria.
● Navigate a sports organization’s website(Fugees Family) to find information about its mission and work.
● Use the questions provided(background, mission/purpose, and influence)to guide research of the Fugees Family organization which will be necessary when researching an organization of their choice for their EOM task.
● Select an organization to study for the End of Module task research essay.
● Gather and paraphrase relevant information from multiple sources on the organization to answer research questions.
● Write a research essay that explains how an organization is using the sport of soccer to influence individuals and societies.
Text/Resources:
● “Helping Refugee Kids Find Their Footing in the U.S.”
● Fugees Family website
● “Street Soccer”
● “Finding Common Ground on the Soccer Field”
● “Guardians of the Game”
Grammar Focus:
● Demonstrate acquisition of grade-appropriate academic and domain-specific words and Greek and Latin affixes and roots(vocabulary assessment)
● Peer editing(focus: uses a variety of sentence length and structure and punctuates items in a series)
● Edit EOM task for correct spelling
Fifth Topic Focus Question: What is the story of the year? Estimated # of Lessons: 1-3
Learning Targets:
Writers and Speakers
● I can reflect on text, synthesize information and apply my knowledge to respond to a given prompt.
Essential Questions:
MODULE:
● How can sports influence individuals and societies?
WRITING:
● What words, devices, and/or text features do I use to communicate to the reader? How does that affect my audience?
Learning Activities for Reading and Writing (Lesson 36)
Students with increased independence will:
● Reflect on challenges faced by the characters and people from the module's core texts.
● Discuss ways in which the characters and people responded to the challenges and what their choices reveal about their values, and students reflect on how these ideas intersect with their own lives (share through a Socratic Seminar and/or journal entry).
Text/Resources:
● Thunder Rolling in the Mountains, Scott O’Dell and Elizabeth Hall
● “Lincoln Hall Speech,” Chief Joseph
● The Phantom Tollbooth, Norton Juster
● The Boys’ War, Jim Murphy
● The River Between Us, Richard Peck
● We Are the Ship: The Stroy of Negro League Baseball, Kadir Nelson
