Grade	Quarter	Domain	Standards
Kindergarten	Q1	Reading Literature (RL)	RL.K.3 – With prompting and support, identify characters, settings, and major events in a story. RL.K.5 – Recognize common types of texts (e.g., storybooks, poems). RL.K.6 – With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Kindergarten	Q1	Reading Informational (RI)	RI.K.5 – Identify the front cover, back cover, and title page of a book. RI.K.6 – Name the author and illustrator of a text and define the role of each in presenting the ideas or information.
Kindergarten	Q1	Writing (W)	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. 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.
Kindergarten	Q2	Reading Literature (RL)	RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.3 – With prompting and support, identify characters, settings, and major events in a story.
Kindergarten	Q2	Reading Informational (RI)	RI.K.1 – With prompting and support, ask and answer questions about key details in a text. RI.K.8 – With prompting and support, identify the reasons an author gives to support points in a text.
Kindergarten	Q2	Writing (W)	W.K.1 – Use a combination of drawing, dictating, and writing to compose opinion pieces (as above).
Kindergarten	Q3	Reading Literature (RL)	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.7 – With prompting and support, describe the relationship between illustrations and the story in which they appear.
Kindergarten	Q3	Reading Informational (RI)	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. RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear.
Kindergarten	Q3	Writing (W)	W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts (as above).
Kindergarten	Q4	Reading Literature (RL)	RL.K.3 – With prompting and support, identify characters, settings, and major events in a story. RL.K.4 – Ask and answer questions about unknown words in a text. RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Kindergarten	Q4	Reading Informational (RI)	RI.K.4 – With prompting and support, ask and answer questions about unknown words in a text. RI.K.9 – With prompting and support, identify basic similarities in and differences between two texts on the same topic.
Kindergarten	Q4	Writing (W)	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 order, and provide a reaction to what happened.

Unit 1: Welcome to Kindergarten!

Timeframe: Quarter 1

Essential Question:

• How will we learn and work together?

Knowledge Goals:

• People can learn to work and play together through cooperation.
• Rules help people stay safe and help us work together.
• I can notice differences and emotions in myself and others.

Unit Description:

In this Unit, students are learning to understand the texts they read while also building important social and emotional skills. Students will explore how people can learn, work, and play cooperatively. Students will discuss how rules help keep us safe and support teamwork in the classroom and beyond. Through stories, discussions, and classroom activities, students will practice understanding both what they read and how to work together respectfully and responsibly.

Anchor Texts:

Literary Texts
A Letter From Your Teacher
You’re Finally Here - Melanie Watt
This is a School
David Goes to School
We Don’t Eat Our Classmates
Lacey Walker, Nonstop Talker
Howard B Wigglebottom Learns to Listen
Waiting is not Easy
The Crayon Box That Talked
The Important Book
Strictly No Elephants
The Way I Feel
I’m Not Scared, You’re Scared
Ruby Finds a Worry

Informational Texts
Community Helpers at School
Shades of People
I Can Be a Good Friend

School-Home Connection:
Help your child connect what they’re learning at school with real-life experiences by asking questions like:

• How did you work with a friend today?
• What rules help keep you safe at school or home?
• Work together on a small task — setting the table, cleaning up toys, or building with blocks. Talk about how working together helps get the job done faster and makes it more fun!

Reading Standards:

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

RI.K.5 Identify the front cover, back cover, and title page of a book.

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Writing Standards:

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic of the name of the book they are writing about and state an opinion or preference about the topic book (e.g., my favorite book is).

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.

 

 

 

Unit 2: Farms and Weather

Timeframe: Quarter 2

Essential Question: 

• How do farms, food, and weather work together to help us eat?

Knowledge Goals:

• Animals, machines and people have important jobs on a farm.
• Farms are important because that’s where our food comes from.
• We get food from different parts of the world because there are different weather patterns.

Unit 2 Description:

In this unit, kindergarten students explore how farms, food, and weather work together to help feed people. Students learn that farms are important because they are where our food comes from and begin to answer the question: How does food get to our plates?

Through stories, conversations, and hands-on activities, students discover what they might see on a farm, including animals, machines, and people, and learn about the important jobs each one has. Students also learn what weather is and how different weather patterns affect how food grows.

As the unit progresses, children begin to understand that we get food from different parts of the world because different places have different weather. By connecting farms and weather to everyday life, students build early reading skills, grow their vocabulary, and develop an understanding of how communities work together to provide food for people everywhere.

Anchor Texts:

Literary Texts
Amara’s Farm 
The Day The Farmers Quit
The Little Red Hen
PB&J Hooray
Pancakes, Pancakes!
When Cloud Became a Cloud
Worm Weather
Bruce’s Big Storm
Little Snowflake
The Snowy Day
An Orange in January

Informational Texts
Farm Animals (Scholastic)
Farm Animals (National Geographic)
Right This Very Minute
From Peanut to Peanut Butter 
The Earth Gives More
Rain
Snowy Weather 

School-Home Connection:

• Talk with your child about where food comes from and how it gets from farms to your plate.
• Look at food at home or in the grocery store and discuss which foods come from farms.
• Notice the weather each day and talk about how it might help or affect plants and farms.
• Read books or watch short videos together about farms, animals, and weather.
• Ask your child to share what they have learned about animals, machines, and people who work on farms.
• Talk about how we get food from different parts of the world because different places have different weather.
• Encourage your child to draw or tell a story about a farm or their favorite food.

Reading Standards:

RL.K.1 With prompting and support, ask and answer questions about key details in a text. 

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

Writing Standards: 

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic of the name of the book they are writing about and state an opinion or preference about the topic book (e.g., my favorite book is).

Coming Soon!

Coming Soon!

Grade	Quarter	Domain	Priority Standards
Kindergarten	Q1	Counting and Cardinality	K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Kindergarten	Q1	Counting and Cardinality	K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Kindergarten	Q1	Counting and Cardinality	K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.
Kindergarten	Q1	Counting and Cardinality	K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Kindergarten	Q1	Operations and Algebraic Thinking	K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Kindergarten	Q2	Counting and Cardinality	K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Kindergarten	Q2	Counting and Cardinality	K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.
Kindergarten	Q3	Operations and Algebraic Thinking	K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Kindergarten	Q3	Operations and Algebraic Thinking	K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Kindergarten	Q3	Operations and Algebraic Thinking	K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Kindergarten	Q3	Operations and Algebraic Thinking	K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
Kindergarten	Q3	Operations and Algebraic Thinking	K.OA.5: Fluently add and subtract within 5.
Kindergarten	Q4	Counting and Cardinality	K.CC.1: Count to 100 by ones and by tens.
Kindergarten	Q4	Counting and Cardinality	K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Kindergarten	Q4	Counting and Cardinality	K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Kindergarten	Q4	Counting and Cardinality	K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.
Kindergarten	Q4	Counting and Cardinality	K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Kindergarten	Q4	Number and Operations in Base Ten	K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Grade	Quarter	Domain	Supporting Standards
Kindergarten	Q1	Measurement and Data	K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Kindergarten	Q2	Counting and Cardinality	K.CC.4c: Understand that each successive number name refers to a quantity that is one larger.
Kindergarten	Q2	Counting and Cardinality	K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Kindergarten	Q2	Geometry	K.G.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Kindergarten	Q2	Geometry	K.G.2: Correctly name shapes regardless of their orientations or overall size.
Kindergarten	Q2	Geometry	K.G.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Kindergarten	Q2	Geometry	K.G.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Kindergarten	Q2	Measurement and Data	K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Kindergarten	Q2	Measurement and Data	K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Kindergarten	Q2	Measurement and Data	K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Kindergarten	Q3	N/A	N/A
Kindergarten	Q4	Geometry	K.G.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Kindergarten	Q4	Geometry	K.G.2: Correctly name shapes regardless of their orientations or overall size.
Kindergarten	Q4	Geometry	K.G.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Kindergarten	Q4	Geometry	K.G.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Kindergarten	Q4	Geometry	K.G.6: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Grade	Quarter	Domain	Standards
Grade 1	Q1	Reading Literature (RL)	RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson. 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. 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.
Grade 1	Q1	Reading Informational (RI)	RI.1.2 – Identify the main topic and retell key details of a text. RI.1.3 – Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.9 – Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Grade 1	Q1	Writing (W)	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.
Grade 1	Q2	Reading Literature (RL)	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. RL.1.3 – Describe characters, settings, and major events in a story, using key details. RL.1.6 – Identify who is telling the story at various points in a text. RL.1.9 – Compare and contrast the adventures and experiences of characters in stories.
Grade 1	Q2	Reading Informational (RI)	RI.1.1 – Ask and answer questions about key details 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.1.7 – Use the illustrations and details in a text to describe its key ideas.
Grade 1	Q2	Writing (W)	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.1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Grade 1	Q3	Reading Literature (RL)	RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Grade 1	Q3	Reading Informational (RI)	RI.1.1 - Ask and answer questions about key details in a text. RI.1.2 – Identify the main topic and retell key details of a 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.1.9 – Identify basic similarities in and differences between two texts on the same topic.
Grade 1	Q3	Writing (W)	W.1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Grade 1	Q4	Reading Literature (RL)	RL.1.1 - Ask and answer questions about key details in a text. RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Grade 1	Q4	Reading Informational (RI)	RI.1.1 - Ask and answer questions about key details in a text. 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.1.7 - Use the illustrations and details in a text to describe its key ideas. RI.1.8 – Identify the reasons an author gives to support points in a text.
Grade 1	Q4	Writing (W)	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.

Unit 1: Living, working, and Playing Together in a Community/Earth's Patterns

Timeframe: Quarter 1

Essential Question:

• How do people live, work, and play together in a community?
• How do Earth’s patterns impact the way we live?

Knowledge Goals:

• People in a community have to collaborate to live, work and play together.
• People live differently in rural, suburban, and urban communities 
• Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.
• Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

Unit Description:

In the first part of Unit 1, students are learning how people live, work, and play together in a community. Through reading and discussion, they are exploring how communities work best when people collaborate and help one another. Students are also learning about the differences between rural, suburban, and urban communities and how people’s lives can look different depending on where they live. These lessons help students understand what it means to be part of a community and how cooperation and respect make communities stronger.

In the second part of Unit 1, students are learning how Earth’s natural patterns affect the way we live. Through reading and observation, they explore how the sun, moon, and stars move in predictable ways and how these patterns influence our daily lives. Students also study how the times of sunrise and sunset change with the seasons. By noticing and describing these patterns, students begin to understand the connections between the natural world and the routines and activities of people in different places.

Anchor Texts:

Literary Texts
Collaboration Station
I Am We: A Book of Community 
Our School is a Family 
Whose Hands Are These? 
The Name Jar
Harlem Grown
The Last Stop on Market Street

Informational Texts
Living in Suburban Communities 
Living in Rural Communities 
Living in Urban Communities 
Helpers in Your Neighborhood - National Geographic Kids 

School-Home Connection:

• Take a walk or drive around your neighborhood. Point out places where people live (homes), work (stores, schools, fire station), and play (parks, fields). Talk about how each place helps the community and why it’s important.
• Discuss the different jobs people do in your community.
• Look at photos or videos of rural, suburban, and urban areas. Ask: “Which one looks most like where we live? How are they the same or different?”
• Watch the sunrise or sunset together. Notice what time it happens and how the sky looks.
• Talk about the seasons: Look for signs of the current season: clothing people wear, changes in daylight, weather patterns.

Reading Standards:

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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.

RI.1.2  Identify the main topic and retell key details of a text.

RI.1.3  Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Writing Standards:

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.

 

 

 

Unit 2: Different Lands, Different Stories

Timeframe: Quarter 2

Essential Question: 

• How does the environment people around the world live in, such as their homes and stories they share, impact how they work, live, and play?

Knowledge Goals:

• People’s homes and ways of living are shaped by where they live.
• People around the world have different traditions and stories that show what is important to their culture.
• Even though people live differently around the world, families everywhere work, live, and play together to form a community.

Unit 2 Description:

In this unit, first graders explore how people around the world live, work, and play in different environments. Through stories, informational texts, and class discussions, students learn how homes, daily routines, and traditions are shaped by where people live.

Students will read and share stories from many cultures to discover what is important to families and communities across the world. They will notice both differences and similarities, learning that while homes, traditions, and stories may look different, families everywhere work together, care for one another, and build communities.

This unit helps students grow as readers and writers while developing an appreciation for diverse cultures and a deeper understanding of how stories reflect people’s lives around the world.

Anchor Texts:

Literary Texts
Cinderella (Geodes edition)
Martina the Beautiful Cockroach - A Cuban Folktale
The Story of Ferdinand
Jamie O’Rourke and the Big Potato - An Irish Folktale
Why Mosquitoes Buzz in People’s Ears
The Mitten by Jan Brett 
The Mitten by Jim Aylesworth 
The Empty Pot 
The Water Princess
Our Nipa Hut

Informational Texts
This is How We Do It: One Day in the Lives of Seven Kids From around the World 
If You Lived Here: Houses of the World 
Mirror
I Live in Tokyo 

School-Home Connection

• Share family traditions: Talk about special traditions, celebrations, or routines your family enjoys and why they are important to you.
• Read stories from around the world: Explore books, videos, or stories that show how children in other places live, work, and play.
• Encourage storytelling: Invite your child to share stories about your family, your culture, or everyday experiences.
• Make real-world connections: Notice how your environment (weather, location, space) affects how your family lives, works, and plays.
• Build community conversations: Talk about how family members help one another and work together, just like communities around the world.

Reading Standards:

RL.1.1 Ask and answer questions about key details in a text.

RL.1.2 Retell stories, including details, and demonstrate understanding of their central message or lesson.

RL.1.3 Describe characters, settings, and major events in a story, using key details.

RL.1.6 Identify who is telling the story at various points in a text.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

RI.1.1 Ask and answer questions about key details 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.1.7 Use the illustrations and details in a text to describe its key details.

Coming Soon!

Coming Soon!

Grade	Quarter	Domain	Priority Standards
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.3: Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Grade 1	Q1	Operations and Algebraic Thinking	1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.
Grade 1	Q2	Number and Operations in Base Ten	1.NBT.2a: 10 can be thought of as a bundle of ten ones — called a “ten.”
Grade 1	Q2	Number and Operations in Base Ten	1.NBT.2b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.3: Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Grade 1	Q2	Operations and Algebraic Thinking	1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �.
Grade 1	Q3	Number and Operations in Base Ten	1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Grade 1	Q3	Number and Operations in Base Ten	1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Grade 1	Q3	Number and Operations in Base Ten	1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Grade 1	Q3	Number and Operations in Base Ten	1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Grade 1	Q3	Number and Operations in Base Ten	1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Grade 1	Q3	Number and Operations in Base Ten	1.NBT.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Grade 1	Q3	Operations and Algebraic Thinking	1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Grade 1	Q3	Measurement and Data	1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Grade 1	Q3	Measurement and Data	1.MD.2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.2a: 10 can be thought of as a bundle of ten ones — called a “ten.”
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.2c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Grade 1	Q4	Number and Operations in Base Ten	1.NBT.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Grade 1	Q4	Operations and Algebraic Thinking	1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Grade	Quarter	Domain	Supporting Standards
Grade 1	Q1	N/A	N/A
Grade 1	Q2	Number and Operations in Base Ten	1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Grade 1	Q3	N/A	N/A
Grade 1	Q4	Geometry	1.G.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Grade 1	Q4	Geometry	1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Grade 1	Q4	Geometry	1.G.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Grade 1	Q4	Measurement and Data	1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.

Grade	Quarter	Domain	Standards
Grade 2	Q1	Reading Literature (RL)	RL.2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 – Describe how characters in a story respond to major events and challenges. 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.
Grade 2	Q1	Reading Informational (RI)	RI.2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Grade 2	Q1	Writing (W)	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.
Grade 2	Q2	Reading Literature (RL)	RL.2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 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.2.5 – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Grade 2	Q2	Reading Informational (RI)	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.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade 2	Q2	Writing (W)	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.
Grade 2	Q3	Reading Literature (RL)	N/A
Grade 2	Q3	Reading Informational (RI)	RI2.2 - Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI2.3 - Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI2.4 - Craft and Structure: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI2.7 - Integration of Knowledge and Ideas: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Grade 2	Q3	Writing (W)	W.2.2 - Text Types and Purposes: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Grade 2	Q4	Reading Literature (RL)	RL2.3 - Key Ideas and Details: Describe how characters in a story respond to major events and challenges. RL2.6 - Craft and Structure: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL2.9 - Integration of Knowledge and Ideas: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Grade 2	Q4	Reading Informational (RI)	RI2.8 - Integration of Knowledge and Ideas: Describe how reasons support specific points the author makes in a text. RI2.9 - Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the same topic.
Grade 2	Q4	Writing (W)	W2.1 - Text Types and Purposes: 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.

Unit 1: Schools and Community

Timeframe: Quarter 1

Essential Question:

• What is school and why are schools important?
• Why is it hard for some children to go to school in their community?
• How do these communities solve these problems so their children can go to school?
• How are schools around the world different?  How are they similar?

Unit Description:

In this module, students build their literacy and citizenship skills as they engage in a study of schools. Students begin the module by participating in a series of focused read-alouds to explore the module guiding question, “What is school, and why are schools important?” In Unit 2, students build on this understanding by engaging in close read-alouds of the text Off to Class: Incredible and Unusual Schools around the World by Susan Hughes. Through this text, students learn about schools around the world and the challenges some communities face in sending their students to school and how they solve these challenges. To support their understanding of this text, students take notes on and write in response to their reading.

In Unit 3, students revisit sections from Off to Class as they engage in whole class research to learn about the similarities and differences between their own school and three schools from the text. Students extend their research in small groups by focusing on one school in particular and producing an informational book about it tilted "The Most Important Thing about Schools." Throughout the unit, students participate in collaborative conversations with their peers to process and extend their understandings of the similarities and differences between their own school and the school they have researched.

Anchor Texts:

• Off to Class: Incredible and Unusual Schools Around the World (6 copies per class)
• The Invisible Boy (6 copies per class)
• The Dot (6 copies per class)
• The Important Book (6 copies per class)

School-Home Connection

•  Ask your student to talk with you about the following question: Why are schools important?
• Read books and sing songs about schools around the world from home or at the library.
• Tell your student about your experiences in school as you were growing up.
• Ask your child to talk with you about the following question: How have some communities solved the problems  they had with getting students to school?
• Use the Internet to research schools around the world.
• Walk or drive by the schools around your community.
• Ask your child to talk with you about the following questions: How are schools around the world different? How are they similar?

Use objects around the house to help your student practice comparing and contrasting two items

Reading Standards:

RL.2.1  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.3  Describe how characters in a story respond to major events and challenges.

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.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

Writing Standards:

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.

Module 2: Learning through Science and Story: Fossils Tell of Earth’s Changes

Timeframe: Quarter 2

Essential Question: 

• What do paleontologists do?
• How do characters respond to major events?
• What can we learn from studying fossils?
• How do readers learn more about a topic from informational texts?
• How do authors write compelling narratives?

Module Description:

In this module, students build their literacy and science skills as they engage in a study of fossils. Students begin the module by participating in a close read-aloud of Stone Girl, Bone Girl by Laurence Anholt to explore the Unit 1 guiding questions: “What do paleontologists do?” and “How do characters respond to major events?” Students learn about Mary Anning and her role as a fossil hunter as they engage with key literature standards. Students focus on how Mary Anning responds to major events and challenges, and the overall structure of narratives through structured retells. In Unit 1, students are also introduced to the skill of answering selected response questions. Students also begin to learn about what fossils are and the work that paleontologists do. In Unit 2, students make a pivot to informational texts and engage more deeply in the study of fossils. Students’ learning is centered around the Unit 2 guiding questions: “What can we learn from studying fossils?” and “How do readers learn more about a topic from informational texts?” 

Students begin the unit by engaging in a close read-aloud of various excerpts from the text Fossils by Ann O. Squire. Students then make the important transition of closely reading complex texts independently. Students are gradually introduced to close reading strategies as they read a few different nonfiction articles on fossils, such as how fossils can teach us about changes that have happened on Earth. In Unit 3, students take on the role of being authors as they work toward completing the performance task: adding detailed illustrations to a narrative produced during unit 3 about discovering a fossil. The unit begins with a focused read-aloud of The Maiasaura Dig: The Story of Dr. Holly Woodward Ballard. Through their analysis of the text, students begin to answer and unpack the Unit 3 guiding question: “How do authors write compelling narratives?” Students then imagine they are a character from this story and practice writing a narrative. The unit culminates as students write, revise, and illustrate their own narratives from the perspective of a paleontologist who has just discovered a fossil.

Anchor Texts:

• Fossils Tell of Long Ago (1 per class)
• Stone Girl, Bone Girl (6 copies per class)
• Paleontology: The Study of Prehistoric Life (True Book: Earth Sciences) (1 per class)
• The Dog that Dug for Dinosaurs (1 per student)
• Fossils (6 per class)
• Curious about Fossils (1 per class)

School-Home Connection

• Ask your student to talk with you about the question: “What do paleontologists do?”
• Read books about fossils and/or paleontologists from home or at the library.
• Talk with your student about how they can show the habits of effective learners at school and at home (perseverance, initiative, collaboration, responsibility). 
• Invite your student to research and draw tools that paleontologists use in the field or in the laboratory.
• Practice forming and reading contractions (e.g., did + not = didn’t).
• Ask your student to talk with you about the following questions: “How are fossils formed?” and “What can we learn from studying fossils?”
• Ask your student to teach you about the steps of fossilization by describing what happens in each step (1–5).
• Ask your student to talk with you about the following question: “How do authors write compelling narratives?”
• Read books with “compelling narratives” from home or at the library. This could be any narrative that contains a clear beginning, middle, and ending; characters’ actions and responses;and temporal words to order events (first, next, then, afterward).

Reading Standards:

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details 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.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a 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.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Writing Standards: 

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.

Coming Soon!

Coming Soon!

Grade	Quarter	Domain	Priority Standards
Grade 2	Q1	Number and Operations in Base Ten	2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Grade 2	Q1	Number and Operations in Base Ten	2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
Grade 2	Q1	Number and Operations in Base Ten	2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Grade 2	Q1	Number and Operations in Base Ten	2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Grade 2	Q1	Number and Operations in Base Ten	2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Grade 2	Q1	Operations and Algebraic Thinking	2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Grade 2	Q1	Operations and Algebraic Thinking	2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Grade 2	Q1	Measurement and Data	2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Grade 2	Q1	Measurement and Data	2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
Grade 2	Q1	Measurement and Data	2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.
Grade 2	Q1	Measurement and Data	2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Grade 2	Q1	Measurement and Data	2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
Grade 2	Q1	Measurement and Data	2.MD.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Grade 2	Q2	Number and Operations in Base Ten	2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.
Grade 2	Q2	Operations and Algebraic Thinking	2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Grade 2	Q3	Number and Operations in Base Ten	2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Grade 2	Q3	Number and Operations in Base Ten	2.NBT.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Grade 2	Q3	Number and Operations in Base Ten	2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.
Grade 2	Q3	Operations and Algebraic Thinking	2.OA.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Grade 2	Q4	Measurement and Data	2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Grade 2	Q4	Measurement and Data	2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
Grade 2	Q4	Measurement and Data	2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.
Grade 2	Q4	Measurement and Data	2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Grade 2	Q4	Measurement and Data	2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
Grade 2	Q4	Measurement and Data	2.MD.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Grade	Quarter	Domain	Supporting Standards
Grade 2	Q1	Measurement and Data	2.MD.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Grade 2	Q2	N/A	N/A
Grade 2	Q3	Number and Operations in Base Ten	2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
Grade 2	Q3	Number and Operations in Base Ten	2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.
Grade 2	Q3	Operations and Algebraic Thinking	2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Grade 2	Q3	Geometry	2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Grade 2	Q4	Number and Operations in Base Ten	2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
Grade 2	Q4	Number and Operations in Base Ten	2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Grade 2	Q4	Number and Operations in Base Ten	2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Grade 2	Q4	Number and Operations in Base Ten	2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.
Grade 2	Q4	Geometry	2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Grade 2	Q4	Geometry	2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Grade 2	Q4	Measurement and Data	2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Grade 2	Q4	Measurement and Data	2.MD.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Grade 2	Q4	Measurement and Data	2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems4 using information presented in a bar graph.

Grade	Quarter	Domain	Standards
Grade 3	Q1	Reading Literature (RL)	RL3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Grade 3	Q1	Reading Informational (RI)	RI3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI3.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI3.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Grade 3	Q1	Writing (W)	W3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
Grade 3	Q2	Reading Literature (RL)	RL3.2 - 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.
Grade 3	Q2	Reading Informational (RI)	RI3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea. RI3.3 - 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. RI3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI3.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade 3	Q2	Writing (W)	W3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. W3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
Grade 3	Q3	Reading Literature (RL)	RL3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL3.6 - Distinguish their own point of view from that of the narrator or those of the characters. Rl3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL3.9 - 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).
Grade 3	Q3	Writing (W)	W3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
Grade 3	Q4	Reading Literature (RL)	RL3.2 - 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.
Grade 3	Q4	Reading Informational (RI)	RI3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea. RI3.6 - Distinguish their own point of view from that of the author of a text. RI3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI3.9 - Ideas: Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade 3	Q4	Writing (W)	W3.1 - Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

Unit 1: Overcoming Learning Challenges Near and Far

Timeframe: Quarter 1

Essential Question:

• Why are education, books and reading important? 
• How can I overcome learning challenges?

Unit Description:

This module uses literature and informational text to introduce students to the power of literacy and how people around the world overcome learning challenges. It is intentionally designed to encourage students to embrace a love of literacy and reading. In Unit 1, students begin to build their close reading skills; they hear stories read aloud, read works in their entirety, and read more challenging excerpts closely. Throughout their readings, students determine the gist, identify the central message, and consider what key details convey that message in the text. In Unit 2, students consider how geography and where one lives in the world affects how one accesses books. Students continue building knowledge and vocabulary related to world geography as they study excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes how librarians overcome geographic challenges to get children books. Students apply their learning by writing a simple informative paragraph about how people access books around the world, focusing on the role of specific librarians or organizations they studied.

Anchor Texts:

• More Than Anything Else (one copy for the teacher)
• Waiting for the Biblioburro (one copy for the teacher)
• Thank You, Mr. Falker (one copy for the teacher)
• Rain School (one per student)
• My Librarian is a Camel (one copy for the teacher)
• Nasreen’s Secret School: A True Story from Afghanistan (one per student) 

School-Home Connection

• Talk to your student about the essential questions  in relation to being ready for college and/or careers in the United States, in which reading plays a very important role.
• Talk to your student about the texts they are reading in the classroom, particularly if any of the topics raised might be sensitive for your child. 
• Read narrative books, if possible, about characters who overcome challenges, and talk to your student about the gist (what the text is mostly about) and the central message or lesson (what the author wants the reader to take away from the text) and how it is conveyed through details in the text.
• Talk to your student about the challenges people face in accessing books around the world and how these challenges are overcome.
• Talk to your student about their informative paragraph and the elements of an effective informative text.
• Read informational books, if possible about people who overcome challenges, and talk to your student about the main idea of these texts.
• Talk to your student about the reading challenges they face and strategies to overcome those challenges.
• Talk to your student about their reading contract and the elements of an effective informative text.
• Read narrative books, if possible, about characters that overcome challenges, and talk to your student about the message or lesson of the stories.

Reading Standards:

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.

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.3.4  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

R.I.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

R.I.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Writing Standards:

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 

Module 2: Researching to Build Knowledge and Teach Others: Adaptations and the Wide World of Frogs

Timeframe: Quarter 2

Essential Question: 

• How does an author engage the reader in a narrative?
• How do experts build knowledge and share expertise about a topic?
• How do frogs survive?

Module Description:

In this module, students will use literacy skills to become experts—people who use reading, writing, listening, and speaking to build and share deep knowledge about a topic. The module begins with students reading poetry and pourquoi tales about different kinds of frogs to generate “why” questions. At the end of the unit, they write their own fictional pourquoi narratives to attempt to answer some of their “why” questions. In Unit 2, students research to find out the real answers to their frog questions and write paragraphs to communicate their research. In Unit 3, students will form research groups to become experts on various “freaky” frogs—frogs that have unusual adaptations that help them to survive in extreme environments throughout the world. Students will build their reading, research, writing, and collaborative discussion skills through studying their expert frog. Throughout the module, students will consistently reflect on the role of literacy in building and sharing expertise. They will demonstrate their expertise through a Freaky Frog book and trading card to educate students in grades 2 and 3.

Anchor Texts:

• Lizards, Frogs, and Polliwogs: Poems and Paintings (one copy per class)
• Bullfrog at Magnolia Circle (one per student)
• Everything You Need to Know about Frogs: And Other Slippery Creatures (one per student)

School-Home Connection

• Talk to your student about the frog poems they are studying and the things they are wondering about frogs. 
• Talk to your student about their narrative text and the structure of an effective narrative text.
• Choose sentences or paragraphs in an excerpt of a narrative text and invite your student to tell you the plot structures they can identify.
• Read narrative and informational texts about frogs.
• Watch documentaries about frogs on television.
• Talk to your child about the frogs they are studying and what makes them unique.
• Talk to your child about their informative text and the elements of an effective informative text.
• Choose sentences or paragraphs in an excerpt of text and invite your child to tell you about the connections they can identify.
• Talk to your child about the chosen freaky frog and its unique adaptations. Talk to your child about their essay and the elements of an effective informative text.

Reading Standards:

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.3.3 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.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

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.

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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

 

Writing Standards: 

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.

Coming Soon!

Coming Soon!

Grade	Quarter	Domain	Priority Standards
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?.
Grade 3	Q1	Operations and Algebraic Thinking	3,OA.5: Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.6: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Grade 3	Q1	Operations and Algebraic Thinking	3.OA.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Grade 3	Q2	Measurement and Data	3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Grade 3	Q2	Measurement and Data	3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Grade 3	Q2	Measurement and Data	3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
Grade 3	Q2	Measurement and Data	3.MD.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Grade 3	Q2	Measurement and Data	3.MD.7: Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Grade 3	Q3	Number and Operations-Fractions	3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3	Q3	Number and Operations-Fractions	3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Grade 3	Q3	Number and Operations-Fractions	3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 3	Q4	Operations and Algebraic Thinking	3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Grade 3	Q4	Number and Operations-Fractions	3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade	Quarter	Domain	Supporting Standards
Grade 3	Q1	Number and Operations in Base Ten	3.NBT.3: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Grade 3	Q2	Measurement and Data	3.MD.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Grade 3	Q2	Number and Operations in Base Ten	3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
Grade 3	Q2	Number and Operations in Base Ten	3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Grade 3	Q3	Geometry	3.G.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Grade 3	Q3	Geometry	3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Grade 3	Q3	Measurement and Data	3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
Grade 3	Q3	Measurement and Data	3.MD.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Grade 3	Q4	Measurement and Data	3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Grade 3	Q4	Measurement and Data	3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

Grade	Quarter	Domain	Standards
Grade 4	Q1	Reading Literature (RL)	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, setting descriptions, dialogue, stage directions) when writing or speaking about a text.
Grade 4	Q1	Reading Informational (RI)	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.
Grade 4	Q1	Writing (W)	W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
Grade 4	Q2	Reading Informational (RI)	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, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Grade 4	Q2	Writing (W)	W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
Grade 4	Q3	Reading Literature (RL)	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.4.6 - Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9 - Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Grade 4	Q3	Reading Informational (RI)	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.4.4 - 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.4.5 - 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. RI.4.8 - Explain how an author uses reasons and evidence to support particular points in a text.
Grade 4	Q3	Writing (W)	W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
Grade 4	Q4	Reading Literature (RL)	RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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, setting 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.
Grade 4	Q4	Reading Informational (RI)	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.
Grade 4	Q4	Writing (W)	W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

Unit 1: Poetry, Poets, and Becoming Writers

Timeframe: Quarter 1

Essential Question:

• What makes a poem a poem?
• What inspires writers to write poetry?

Unit Description:

This module uses literature and informational text to introduce students to what inspires people to write. It is intentionally designed to encourage students to embrace a love of literacy and writing. In Unit 1, students begin to build their close reading skills by reading the novel in verse Love That Dog by Sharon Creech and analyzing how the main character, Jack, feels in response to events that happen in the story. Alongside Love That Dog, students closely read and analyze the poems Jack reads and describes, including “The Red Wheelbarrow” by William Carlos Williams and “Stopping by Woods on a Snowy Evening” by Robert Frost. They analyze the poems to determine a theme and to identify characteristics of poetry in order to effectively summarize the poems.

Anchor Texts:

• Love That Dog by Sharon Creech (1 per student)
• A River of Words: The Story of William Carlos Williams by Jen Bryant (1 per class)

School-Home Connection

• Read poetry aloud with your student and invite them to find poems or a poet that they particularly like.
• Help your student practice reading aloud fluently and accurately.
• Talk to your student about the meaning of the poems they are reading and what inspired the poet. Encourage your student to find evidence of that inspiration in the poems.
• Talk to your student about what inspires them and what is meaningful to them in preparation for writing poetry. Some examples might include a place, a person, an animal, a vehicle, a sport, or an event.
• Talk to your student about their essay and the elements of an effective informative text.

Reading Standards:

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.

Writing Standards:

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.)

 

Module 2: Researching to Build Knowledge and Teach Others: Animal Defense Mechanisms

Timeframe: Quarter 2

Essential Question: 

• How do animals’ bodies and behaviors help them survive?
• How can writers use knowledge from their research to informa and entertain?

Module Description:

In this eight-week module, students explore animal defense mechanisms. They build proficiency in writing an informative piece, examining the defense mechanisms of one specific animal about which they build expertise. Students also build proficiency in writing a narrative piece about this animal. In Unit 1, they build background knowledge on general animal defenses through close readings of several informational texts. Students read closely to practice drawing inferences as they begin their research and use a research notebook to make observations and synthesize information. Students will continue to use the research notebook, using the millipede as a whole class model. They begin to research an expert group animal in preparation to write about this animal in Units 2 and 3, again using the research notebook. In Unit 2, students continue to build expertise about their animal and its defense mechanisms, writing the first part of the final performance task—an informative piece describing their animal’s physical characteristics, habitat, predators, and defense mechanisms. With their new knowledge about animal defenses from Unit 1, students read informational texts closely, using the same research notebook to synthesize information about their animal. In Unit 3, students apply their research from Units 1 and 2 to write a narrative piece about their animal that incorporates their research. This narrative takes the format of a choose-your-own-adventure. For their performance task, students plan, draft, and revise the introduction and one choice ending of the narrative with the support of both peer and teacher feedback. The second choice ending is planned, written, and revised on demand for the end of unit assessment.

Anchor Texts:

• Can You Survive the Wilderness? (1 per class)
• Animal Behavior: Animal Defenses (1 per student)
• Venom (1 per class)

School-Home Connection

• Talk to your child about the animal defense mechanisms they have been learning about.
• Encourage your child to do further research on animal defense mechanisms at the library or on the internet.
• Watch television documentaries about animals and animal defenses on television.
• Invite your child to tell you about determining the meaning of unfamiliar words by identifying the root and affixes.
• Talk to your child about their expert group animal and its defense mechanisms.
• Talk to your child about their expert group animal and its defense mechanisms.
• Talk to your child about the choose-your-own-adventure narrative and the elements of a narrative.
• Read short stories or narratives and encourage your child to identify the elements of a narrative.

Reading Standards:

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.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards: 

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.

Coming Soon!

Coming Soon!

Grade	Quarter	Domain	Priority Standards
Grade 4	Q1	Number and Operations in Base Ten	4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Grade 4	Q1	Number and Operations in Base Ten	4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Grade 4	Q1	Number and Operations in Base Ten	4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.
Grade 4	Q1	Number and Operations in Base Ten	4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4	Q1	Number and Operations in Base Ten	4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4	Q1	Operations and Algebraic Thinking	4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Grade 4	Q1	Operations and Algebraic Thinking	4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Grade 4	Q1	Operations and Algebraic Thinking	4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Grade 4	Q2	Number and Operations in Base Ten	4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4	Q2	Number and Operations in Base Ten	4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4	Q2	Number and Operations-Fractions	4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4	Q2	Number and Operations-Fractions	4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4	Q2	Number and Operations-Fractions	4.NF.3b: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
Grade 4	Q2	Number and Operations-Fractions	4.NF.4a: Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
Grade 4	Q2	Operations and Algebraic Thinking	4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Grade 4	Q2	Operations and Algebraic Thinking	4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Grade 4	Q2	Operations and Algebraic Thinking	4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Grade 4	Q2	Operations and Algebraic Thinking	4.OA.4: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Grade 4	Q3	Number and Operations-Fractions	4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4	Q3	Number and Operations-Fractions	4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4	Q3	Number and Operations-Fractions	4.NF.3abcd: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Grade 4	Q3	Number and Operations-Fractions	4.NF.4abc: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Grade 4	Q3	Number and Operations-Fractions	4.NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4	Q3	Number and Operations-Fractions	4.NF.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4	Q3	Number and Operations-Fractions	4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4	Q4	Operations and Algebraic Thinking	4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Grade 4	Q4	Operations and Algebraic Thinking	4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
Grade 4	Q4	Operations and Algebraic Thinking	4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Grade	Quarter	Domain	Supporting Standards
Grade 4	Q1	Measurement and Data	4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Grade 4	Q1	Measurement and Data	4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Grade 4	Q1	Measurement and Data	4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Grade 4	Q2	Number and Operations in Base Ten	4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Grade 4	Q2	Number and Operations-Fractions	4.NF.3a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Grade 4	Q3	Number and Operations in Base Ten	4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Grade 4	Q3	Number and Operations in Base Ten	4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4	Q3	Operations and Algebraic Thinking	4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Grade 4	Q3	Operations and Algebraic Thinking	4.OA.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Grade 4	Q3	Measurement and Data	4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Grade 4	Q3	Measurement and Data	4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Grade 4	Q3	Measurement and Data	4.MD.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Grade 4	Q4	Geometry	4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Grade 4	Q4	Geometry	4.G.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Grade 4	Q4	Geometry	4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Grade 4	Q4	Measurement and Data	4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Grade 4	Q4	Measurement and Data	4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Grade 4	Q4	Measurement and Data	4.MD.5: 5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree
Grade 4	Q4	Measurement and Data	4.MD.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Grade 4	Q4	Measurement and Data	4.MD.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Grade	Quarter	Domain	Standards
Grade 5		Reading Literature (RL)	RL.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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.
Grade 5		Reading Informational (RI)	RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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.
Grade 5		Writing (W)	W.5.4 - Writing: 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.)
Grade 5	Q1	Reading Literature (RL)	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.5.3 - 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). 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.
Grade 5	Q1	Reading Informational (RI)	RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Grade 5	Q1	Writing (W)	W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
Grade 5	Q2	Reading Literature (RL)	RL.5.6 - Describe how a narrator’s or speaker’s point of view influences how events are described. 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). 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.
Grade 5	Q2	Reading Informational (RI)	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.
Grade 5	Q2	Writing (W)	W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W.5.9.a - Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
Grade 5	Q3	Reading Informational (RI)	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. RI.5.6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.8 - Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Grade 5	Q3	Writing (W)	W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. W.5.9.b - Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
Grade 5	Q4	Reading Literature (RL)	RL5.7 - 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).
Grade 5	Q4	Reading Informational (RI)	RI.5.8 - Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Grade 5	Q4	Writing (W)	W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Unit 1: Stories of Human Rights

Timeframe: Quarter 1

Essential Question:

• What are human rights, and how can they be threatened?
• How can we use writing to raise awareness of human rights?

Unit Description:

What are human rights, and how do real people and fictional characters respond when those rights are threatened? In this module, students develop their ability to read and understand complex text as they consider this question. In Unit 1, students build their close reading skills by reading the novel Esperanza Rising by Pam Muñoz Ryan. They read about human rights and apply this learning as one lens through which to interpret the characters and themes in the novel—a complex coming-of-age story set in Mexico and rural California during the early 1930s. Through close reading, interpretation, and analysis of fiction and nonfiction texts, students begin to build their understanding of human rights. Throughout the unit, students closely read selected articles from the Universal Declaration of Human Rights (UDHR) related to events in Esperanza Rising where human rights are threatened.

Anchor Texts:

• Esperanza Rising (every student has a copy)
• A Life Like Mine: How Children Live Across the (One Copy for the Teacher)

School-Home Connection

• Discuss human rights and the threats to them with your student, sharing any personal experiences you may have had.

● Read informational texts to determine the main ideas from supporting details and to summarize.

● Read articles of the Universal Declaration of Human Rights and discuss what they mean and how you feel about them. (Students closely read Articles 2, 3, 13, 17, and 23 in class.)

● Watch documentaries and research on the internet with your student to find out more about the Mexican Revolution and its effects on immigration.

● Read chapter books with your student and discuss how each chapter fits into the overall

structure of the novel using the key below.

● Watch monologues to find out more about the purpose of a monologue within a

performance and what makes a monologue effective.

● Help your child practice reading aloud fluently and accurately.

Key:

-exposition: beginning of the story describing how things are before the action begins

-rising action: a series of conflicts and crises in the story that builds toward the climax

-climax: the turning point, when something important happens that changes the direction of the story 

-falling action: the action that happens after the climax and starts to guide the story toward the resolution 

-resolution: tying everything together

Reading Standards:

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.5.3 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).

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.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Writing Standards:

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 

Module 2: Biodiversity in the Rainforest

Timeframe: Quarter 2

Essential Question: 

• Why do scientists study the rainforest?
• How do authors engage readers in narratives?

Unit Description: 

In this module, students read to build knowledge about the rainforest and analyze the author's craft in narrative writing to build proficiency in writing first person narratives about the rainforest. In Unit 1, they build background knowledge on biodiversity in the rainforest and rainforest deforestation to understand why scientists, like Meg Lowman, study the rainforest. Students closely read excerpts of The Most Beautiful Roof in the World by Kathryn Lasky and other texts to identify text structure and practice summarizing the text. Having read texts about deforestation, students research using several print and digital sources to identify ways they can help the rainforest and the challenges associated with being an ethical consumer. They then participate in a collaborative discussion at the end of the unit.

In Unit 2, students explore how authors of narrative texts about the rainforest help the reader to understand what it is like in the rainforest by analyzing author's use of figurative, concrete, and sensory language. With a deeper understanding of author's craft, in Unit 3 students write first person narratives, building out a scenario from The Most Beautiful Roof in the World using concrete and sensory language to describe the rainforest as though they were actually there. For their performance task, students work in pairs to create an ebook containing a front cover, contents page, introduction, and narratives, with pictures selected or created to contribute to the narratives.

Anchor Text(s):

• The Most Beautiful Roof in the World (one per student)
• Seeds of Change: Planting a Path to Peace (Teacher Only)
• The Great Kapok Tree (Teacher and class set of 10 to share)

School-Home Connections:

• Talk to your student about the diversity of life in the rainforest, rainforest destruction, and things they can do to help the rainforest.
• Watch documentaries about the rainforest, rainforest animals and plants, and rainforest destruction.
• Work with your student to research rainforests on the internet, specifically the diversity of life, rainforest destruction, and things we can do to help.
• Talk to your student about text structures using the chart below.
• Talk to your child about the texts they are reading and the types of figurative language the authors use.
• Talk to your child about what the figurative language the authors use helps him or her to understand the text.
• Read first and third person narratives and encourage your child to identify the point of view and any figurative language used.
• When reading narratives with your child, invite him or her to identify any concrete and sensory language and to explain what it helps the reader to understand.
• Talk to your student about the first-person narrative they are writing with a partner and the structure of the plot in a narrative.

Reading Standards:

RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

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).

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.

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.

Writing Standards: 

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.9a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").

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Grade	Quarter	Domain	Priority Standards
Grade 5	Q1	Number and Operations in Base Ten	5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Grade 5	Q1	Number and Operations in Base Ten	5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Grade 5	Q1	Number and Operations in Base Ten	5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
Grade 5	Q1	Number and Operations in Base Ten	5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 5	Q1	Measurement and Data	5.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
Grade 5	Q1	Measurement and Data	5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Grade 5	Q1	Measurement and Data	5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Grade 5	Q2	Number and Operations - Fractions	5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (in general, a/b + c/d = (ad + bc)/bd.)
Grade 5	Q2	Number and Operations - Fractions	5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Grade 5	Q2	Number and Operations - Fractions	5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Grade 5	Q2	Number and Operations - Fractions	5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
Grade 5	Q2	Number and Operations - Fractions	5.NF.5: Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b =(n×a)/(n×b) to the effect of multiplying a/b by 1.
Grade 5	Q2	Number and Operations - Fractions	5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Grade 5	Q2	Number and Operations - Fractions	5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.3: Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.4: Use place value understanding to round decimals to any place.
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 5	Q3	Number and Operations in Base Ten	5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Grade 5	Q3	Number and Operations - Fractions	5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
Grade 5	Q3	Number and Operations - Fractions	5.NF.5: Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b =(n×a)/(n×b) to the effect of multiplying a/b by 1.
Grade 5	Q3	Number and Operations - Fractions	5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Grade 5	Q4	Number and Operations - Fractions	5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
Grade	Quarter	Domain	Supporting Standards
Grade 5	Q1	Operations and Algebraic Thinking	5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Grade 5	Q1	Operations and Algebraic Thinking	5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Grade 5	Q1	Measurement and Data	5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Grade 5	Q2	Operations and Algebraic Thinking	5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Grade 5	Q2	Operations and Algebraic Thinking	5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Grade 5	Q2	Measurement and Data	5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Grade 5	Q2	Measurement and Data	5.MD.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Grade 5	Q3	Operations and Algebraic Thinking	5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Grade 5	Q3	Operations and Algebraic Thinking	5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Grade 5	Q3	Geometry	5.G.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Grade 5	Q3	Geometry	5.G.4: Classify two-dimensional figures in a hierarchy based on properties.
Grade 5	Q3	Measurement and Data	5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Grade 5	Q4	Geometry	5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Grade 5	Q4	Geometry	5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Grade 5	Q4	Geometry	5.G.4: Classify two-dimensional figures in a hierarchy based on properties.
Grade 5	Q4	Operations and Algebraic Thinking	5.OA.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Grade 5	Q4	The Number System	6.NS.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Grade	Quarter	Domain	Standards
Grade 6		Reading Literature (RL)	RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Grade 6		Reading Informational (RI)	RI.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Grade 6		Writing (W)	W.6.4 - Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
Grade 6	Q1	Reading Literature (RL)	RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3 - Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Grade 6	Q1	Writing (W)	W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.
Grade 6	Q2	Reading Literature (RL)	RL.6.6 - Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.9 - Ideas: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Grade 6	Q2	Reading Informational (RI)	RI.6.2 - Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Grade 6	Q2	Writing (W)	W.6.1 (text & personal) - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. W.6.9a - Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories]in terms of their approaches to similar themes and topics”).
Grade 6	Q3	Reading Literature (RL)	RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Grade 6	Q3	Reading Informational (RI)	RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Grade 6	Q3	Writing (W)	W.6.2 (constructed response) - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style.
Grade 6	Q4	Reading Literature (RL)	RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Grade 6	Q4	Reading Informational (RI)	RI.6.6 - Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8 - Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9 - Ideas: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Grade 6	Q4	Writing (W)	W.6.1 (literary analysis) - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. W.6.9b - Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Unit 1: Testing Our Limits

Timeframe: Quarter 1

Essential Question: What do we do when life gets hard?

Unit Description:

What do we do when life gets hard? How do we respond in a difficult situation? What do we do when our limits are tested? How do we face a challenge? What actions can we take to solve a problem? How can we overcome feelings of sadness, stress, or fear?

These are the questions your students will explore in this Grade 6 unit, which focuses on the genre of fiction.

Life is full of challenges, and some are harder than others. What we choose to do or say in the face of these challenges often varies based on the challenge itself. Sometimes we choose to respond to challenges by attempting something that we have never done before, something that might even scare us a little. Climbing a mountain or running a marathon are challenges that people can choose to face. Often, however, life presents us with difficulties when people least expect it, such as an emergency or a crisis.

Texts within the unit’s genre and across other genres present different perspectives on responding to life’s unexpected difficulties. Deza Malone in Christopher Paul Curtis’s The Mighty Miss Malone must deal with the events of the Great Depression when it tears her family apart. In Avi’s short story “Scout’s Honor” three Boy Scouts from Brooklyn learn a humbling lesson when their limits are tested on a camping trip. After reading about how these and other characters respond when their lives are upended, your students will try their own hands at writing a short story, applying what they have learned about dealing with life’s challenges to their own narrative writing projects. Throughout this unit, students will explore the different reasons and ways in which people make decisions and take action when life turns out to be tougher than expected.

Anchor Texts:

• Eleven 
• The Mighty Miss Malone
• Hatchet
• The Magic Marker Mystery
• Scout’s Honor
• The Good Samaritan

School-Home Connection

Below is a list of ways you can support this learning at home.

Talk about the big idea:

• Ask: “What tough choice did a character face today, and what happened because of it?” 
• “What message or lesson might the author be showing about handling hard times?” 
• Connect to life: Share a small challenge from your day; ask which text/character it reminds them of. 

Support Reading:

• Have your student sum up today’s reading in 20 words using: Somebody - Wanted - But - So - Then. 
• Ask them to pick one important line and one tricky word and explain why each matters. 
• Ask: “What did this scene/paragraph do for the story—introduce a problem, raise tension, or solve it?” 

Boost Writing:

• Two-minute scene: Set a timer; write 4–6 sentences about a small challenge using actions, thoughts, and one line of dialogue. 
• Join two ideas with because, later, meanwhile, as a result to make the sequence clear. 
• Ask, “What’s one detail you can add so your writing is clearer?”

Vocabulary:

• Context-clues game: For a tough word, try: “What nearby words help?” “What could replace it?” 

• Synonym swap: Choose one word from class and brainstorm 2 synonyms together.

Reading Standards:

RL.6.2 (Summarize) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Writing Standards:

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

Unit 2: You and Me

Timeframe: 30 days, Quarter 2

Essential Question: How do relationships shape us?

Unit Description: Can you even count the number of relationships you have had in your life? Some relationships are close and others more distant, but the relationships in our lives teach us about the people and even the animals around us. Even more important, our relationships can teach us a lot about ourselves.

What kinds of relationships do people have? Why are they important? Relationships with family, friends, and those around us can bring much joy, but they can also cause pain and frustration. What do readers learn when they study and analyze the relationships depicted in literary works? How can this help us with some of our own relationships?

Human bonds have been the subject of both fiction and informational texts. They are often the subject of poetry. This unit offers a wide variety of literature about relationships for your students to explore, including a selection from the classic novel Roll of Thunder, Hear My Cry by Mildred D. Taylor, a nonfiction letter to the editor, “We’re on the Same Team,” and poems such as “Teenagers” by Pat Mora and “A Poem for My Librarian, Mrs. Long” by Nikki Giovanni.

After reading stories, poems, and nonfiction selections about important relationships that had a powerful impact on people’s lives, students will try their hand at writing an argumentative essay about a person who has affected their lives and their opinion regarding whether relationships can truly shape one’s future.

Anchor Texts:

• Walk Two Moons 
• Teenagers
• The Treasure of Lemon Brown
• The Circuit: Stories from the Life of a Migrant Child
• That Day
• A Poem for My Librarian, Mrs. Long

School-Home Connection:
Below is a list of ways you can support this learning at home.

Talk about the big idea:

• Talk with your child about the question: How do relationships shape who we are?
• Discuss different kinds of relationships (family, friends, teachers, teammates).
• Ask how relationships in stories can be happy, challenging, or both.

Support Reading:

• Encourage your child to read stories, poems, or articles about relationships.
• Ask who is telling the story and how that point of view affects the story.
• Talk about how two different texts show relationships in similar or different ways.

Boost Writing:

• Ask your child to explain their ideas out loud before writing.
• Encourage them to support their opinions with reasons and examples.
• Ask how a person or character has made a difference in their life or a story.

Vocabulary:

• Practice unit words like relationship, point of view, evidence, and theme.
• Ask your child to explain new words in their own words.
• Encourage using new vocabulary when talking about books or daily life.

Reading Standards:

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Writing Standards: 

W.6.1 Text-based Argumentative
Write arguments to support claims with clear reasons and relevant evidence.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

 

Coming Soon!

Coming Soon!

Grade	Quarter	Domain	Priority Standards
Grade 6	Q1	The Number System	6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Grade 6	Q2	Expressions and Equations	6.EE.1: Write and evaluate numerical expressions involving whole-number exponents.
Grade 6	Q2	Expressions and Equations	6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving wholenumber exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
Grade 6	Q2	Expressions and Equations	6.EE.3: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
Grade 6	Q2	Expressions and Equations	6.EE.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
Grade 6	Q2	Expressions and Equations	6.EE.5: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
Grade 6	Q2	Expressions and Equations	6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
Grade 6	Q2	Expressions and Equations	6.EE.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
Grade 6	Q2	Expressions and Equations	6.EE.8: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Grade 6	Q2	Expressions and Equations	6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
Grade 6	Q3	Ratios and Proportional Relationships	6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
Grade 6	Q3	Ratios and Proportional Relationships	6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Grade 6	Q3	The Number System	6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Grade 6	Q3	The Number System	6.NS.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
Grade 6	Q3	The Number System	6.NS.7: Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC. c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
Grade 6	Q3	The Number System	6.NS.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Grade 6	Q4		N/A
Grade	Quarter	Domain	Supporting Standards
Grade 6	Q1	The Number System	6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
Grade 6	Q1	The Number System	6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Grade 6	Q1	The Number System	6.NS.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
Grade 6	Q2	Ratios and Proportional Relationships	6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
Grade 6	Q3	Geometry	6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Grade 6	Q3	Geometry	6.G.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
Grade 6	Q4	Geometry	6.G.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
Grade 6	Q4	Geometry	6.G.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
Grade 6	Q4	Statistics and Probability	6.SP.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
Grade 6	Q4	Statistics and Probability	6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Grade 6	Q4	Statistics and Probability	6.SP.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Grade 6	Q4	Statistics and Probability	6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Grade 6	Q4	Statistics and Probability	6.SP.5: Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Grade	Quarter	Domain	Standards
Grade 7		Reading Literature (RL)	RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Grade 7		Reading Informational (RI)	RI.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Grade 7		Writing (W)	W.7.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
Grade 7	Q1	Reading Literature (RL)	RL.7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Grade 7	Q1	Writing (W)	W.7.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Grade 7	Q2	Reading Literature (RL)	RL.7.5 - Structure: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.7 - Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Grade 7	Q2	Reading Informational (RI)	RI.7.2 - Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Grade 7	Q2	Writing (W)	W.7.1(literary focus) - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Purposes: Provide a concluding statement or section that follows from and supports the argument presented.
Grade 7	Q3	Reading Literature (RL)	RL.7.9 - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Grade 7	Q3	Reading Informational (RI)	RI.7.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI.7.8 - Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Grade 7	Q3	Writing (W)	W.7.1(info focus) - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Purposes: Provide a concluding statement or section that follows from and supports the argument presented. W.7.9a - Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). W.7.9b - Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Grade 7	Q4	Reading Informational (RI)	RI.7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.7 - Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.9 - Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Grade 7	Q4	Writing (W)	W.7.2 (constructed response) - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. W.7.9b - Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Unit 1: Conflicts and Clashes

Timeframe: 30 days, Quarter 1

Genre Focus: Fiction

Writing Focus: Narrative

Essential Question: When do differences become conflicts?

Unit Description:

At the heart of most stories is conflict. In some stories, the conflict might involve an epic clash between good and evil. In other stories, the conflict might be more internal and subdued, but interesting nonetheless because the conflict is relatable or intriguing.

When do differences become conflicts? What do readers learn when they study and analyze the conflicts presented in literary works? How does that help us with our own conflicts?

This unit offers a wide variety of literature for your students to explore these questions while also exploring texts in the unit’s genre focus, fiction. The classic short story “Rikki-Tikki-Tavi” by Rudyard Kipling, an excerpt from the graphic novel Nimona, and the contemporary classic “Seventh Grade” by Gary Soto serve as examples of the genre focus. Selections such as the poem “Mad” by Naomi Shihab Nye and the teleplay The Monsters are Due on Maple Street allow students to read across genres.

Students will begin this unit as readers, and they will finish as writers, as they apply what they have learned about story elements to their own narrative writing projects.

Anchor Texts: 

• Rikki-Tikki-Tavi 
• The Wise Old Woman
• Nimona 
• Stargirl
•  Seventh Grade
• The Monsters are Due on Maple Street
• The Skin I’m In

 

School-Home Connection

Below is a list of ways you can support this learning at home.

Talk about the big idea:

• Big-idea chat: Ask: “What choice did a character make and what happened because of it?”, “Whose point of view felt most convincing, and why?”, or “What lesson might the author want readers to notice today?”
• Connect to life: Share a small real-life disagreement and ask which text/character it reminds them of.

Support reading

• Mark & explain: Have your student flag one important line and one tricky word, then explain why each matters. 
• 20-word summary game: “Somebody—Wanted—But—So—Then” for today’s scene. 
• Spot structure & drama: If today’s text is a play or scene, ask, “What stage directions or plot moves changed the conflict?”. 
• Have your student identify evidence in the text that supports characterization or conflict. 

Boost writing

• Two-minute notebook: Write a tiny scene about a small conflict using actions, thoughts, and a short line of dialogue.
• Transition tune-up: Join two ideas with because, meanwhile, later, as a result, to smooth the sequence.
• Revise one thing: Ask, “What’s one detail you can add to make the moment clearer?” 

Reading Standards:

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 

RL.7.3 Analyze how particular elements of a story or drama interact.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Writing Standards:

W.7.3 Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.