In this unit, students read the core texts The Hundred Dresses and Garvey's Choice as a way of exploring what it means to be accepting and tolerant of themselves and others. The Hundred Dresses challenges students to think about the different roles associated with bullying through the eyes of the narrator, who struggles with her own involvement with a classmate who is bullied. Garvey's Choice illustrates the way others influence the way we see ourselves, both positively and negatively, and the power of accepting ourselves by tracing Garvey's path to self-discovery and acceptance. Both texts are full of moments and messages that are easily relatable for students at this grade level. Therefore, it is our hope that the experiences of the characters in both texts will serve as a neutral launching point for deeper discussions about bullying, tolerance, acceptance, and forgiveness.

In reading, the main focus of the unit is on identifying and tracing the central message across a longer text. Over the course of the text, students will develop a deep understanding of each character's thoughts, feelings, and motivations, which will help them identify and explain how the central message is developed and conveyed through the characters. Students will also begin to understand how successive parts of a text build on each other to push the plot forward. Particularly with Garvey's Choice, students will analyze the genre features of novels written in verse and how each part helps build and develop the central message. This unit also focused on point of view. Students will begin to notice the point of view in which a story is told and compare that with their own point of view.

This activity is an indoor/outdoor activity that incorporates both literacy and scientific observation to make an ABC book based on Antler, Bear, Canoe by Betsy Bowen. Family participation is encouraged.

This article provides an overview of how teachers can use bibliotherapy to help students deal with social, emotional, and behavioral issues.

In this unit, students begin to explore African-American history and the civil rights movement by studying Rosa Parks and Martin Luther King Jr. and their influence on the nation. Students will begin the unit by thinking about the ways in which people are similar and different, including skin color, and how those differences should not define who we are or how we are treated. In the second part of the unit, students will learn about the discrimination and injustices faced by African-Americans during the civil rights movement and why it was necessary to fight for change. Finally, students will explore Rosa Parks and Martin Luther King Jr. and study how their influential leadership drove the civil rights movement and influenced and inspired others to fight for change. It is our hope that this unit will help instill the values of diversity and fairness, and that it will serve as a launch for further discussions around discrimination, fairness, and valuing individuals. This unit also falls during the month of February. Therefore, it will give students a chance to explore and deepen their understanding of Black History Month and why studying and celebrating black history is an important part of our nation's history.

In reading, this unit exposes students to the genre of biography. For each influential leader, students will read multiple biographies, noticing the ways in which authors use specific details to support points in a text. Students will also be pushed to think about which details are key details, how details are connected, how illustrations connect to particular points and ideas in a text, and the meaning of unfamiliar words. After reading multiple biographies, students will then compare and contrast the ways in which the authors present points in both texts. Students will also be challenged to think about the themes that develop across the biographies, particularly in regards to what makes the person an influential leader and the lessons that can be learned from studying each person.

In writing, this unit pushes students to begin answering questions using words and sentences, and, therefore, rely less on picture support. Students will also continue to work on answering the question and including an inference or critical thinking that shows a deeper understanding of the text. At this point, all structure focus correction areas should be taught; therefore, the focus of this unit should be on providing individualized feedback to students who are not at a 3 or 4 on the rubric.

In this unit, students are exposed to familiar stories with predictable patterns and illustrations. Exposure to predictable texts is incredibly important for beginning readers as they begin to explore the world of reading independently. Predictable texts are incredibly engaging for students, allowing them to anticipate words, phrases, and events on their own and better follow the storyline sequence of a story. The story patterns also allow students to try and read the stories on their own, using the repetitive texts and pictures as a guide for either reading or pretending to read the story. Predictable texts are also incredibly important for exposing students to phonological awareness concepts in context, particularly rhyme, rhythm, and fluency. In order for students to reap these benefits, however, they need to deeply engage with the stories. This means that the stories need to be read, reread, retold, and reread some more so that students are able to build the confidence they need to pretend to read or read the text on their own. Within the context of this unit, students are only exposed to the text once; therefore, it is the responsibility of the teacher to find ways to bring the stories to life in other parts of the day so that students are able to reap the rewards of engaging with predictable texts or, if necessary, to slow down the pacing of the unit in order to include multiple readings of a text.

In reading, students will continue to be challenged to ask and answer questions about the texts they read daily. Students will begin to work on retelling what happens to the characters in the story, using key details from the text and illustrations. Because the stories are repetitive in nature, this unit provides a strong foundation for teaching how to retell a story. Another focus of this unit is on understanding how authors and illustrators use illustrations and repetition to help a reader understand the main events in a story. Students will learn how to closely'read' illustrations for subtle clues about character feeling or foreshadowing clues for what is going to happen next in a story. In order to engage deeply in the content, students will continue to develop active participation and discussion habits, allowing them to learn from and with one another.

In writing, students will continue to write daily in response to the text. In Unit 1, the focus was on establishing the routines and procedures necessary for daily writing about reading. In this unit, students will continue to write daily in response to the text with a focus on using words and pictures to correctly answer the question.

This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.

In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.

In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect's life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

Natural disasters such as volcanoes, earthquakes, hurricanes, and wildfires happen all over the world. Understanding how natural disasters happen and why helps children feel less anxious and more prepared. Therefore, this unit focuses on teaching students the science behind each natural disaster while also explaining what to do if they live in an area prone to a particular natural disaster. Over the course of the unit, students hear about many famous natural disasters, but the unit places more of an emphasis on how the disasters happen rather than exploring the devastation or destruction caused by previous natural disasters. The unit provides many opportunities for students to learn more about recent natural disasters, including a culminating research project.

The texts in this unit were chosen because of their wide variety of text features, content, and accessibility. Over the course of the unit, students will read texts that are very technical and rely heavily on text features, diagrams, and illustrations, as well as texts that are written as informational narratives. Students will be challenged to think about the structures the authors use to help the reader interact with and learn the content. Additionally, students will learn the importance of referring to specific details from the text and using those details to explain and teach back the newly learned material. This unit serves as the foundation for building strong reading habits and routines and setting high expectations for text consumption. Clear models should be included in the unit to help students build a deeper understanding of how to actively read and annotate informational texts for key ideas, text features, and vocabulary. This unit also serves as a launching point for strong discussions. Students will frequently be challenged to debate questions from the text; therefore, strong habits of discussion need to be introduced over the course of the unit.

In this unit, students explore how plastic pollution is choking the world's oceans. Students learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it's so hard to remove plastic from the ocean once it's there. In the second half of the unit, students explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students will learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take that will make a difference. Finally, students end the unit doing a research project aimed at educating others about the dangers of plastic and its impact on the environment.

In reading, this unit serves as the foundational informational unit of the year. Students will be challenged to explain the relationship between two or more scientific ideas, determine the meaning of domain-specific words, and understand the reasons and evidence the author uses to support a particular point. Since this is the first informational unit, routines and procedures for active annotation, discussion, and writing about reading should be introduced so that students are able to show understanding of the text and standards in multiple modes.

Students explore the applications of quantum dots by researching a journal article and answering framing questions used in a classwide discussion. This "Harkness-method" discussion helps students become critical readers of scientific literature.

In this unit, students begin to explore the complexity of immigration and immigrant rights by reading the core text Return to Sender. Through the eyes of two children, Return to Sender highlights the challenges of life for Mexican laborers in Vermont and the way in which stereotypes about undocumented workers are formed. Through the eyes of Tyler, the farm owner's son, students witness the internal struggle surrounding what makes something right or wrong, particularly in regard to if the family should hire undocumented workers even though without them the beloved family farm would need to be sold. They also see how the stereotypes Tyler believes about Mexican workers are broken down through his relationships with the Cruz family. Through the eyes of Mari, the daughter of an undocumented worker, students witness the daily challenges and barriers undocumented workers face in the fight for a better life and future. As Tyler and Mari develop a friendship, readers are pushed to think critically about the arguments on both sides of the debate surrounding Mexican and other laborers in Vermont, and the way in which friendships across lines of diffference can help dismantle stereotypes.

It is important to note that the scope of this unit is intentionally narrow. Immigration, particularly undocumented immigration, is an incredibly complex issue. This unit serves as an entry point. It is our hope that this unit begins to humanize a controversial topic and inspires students to question things beyond their own world and fight for their own view of what is right. To build a deeper understanding of the nuances and history of migrant workers in the United States, we recommend that this unit is paired with the social studies unit on Cesar Chavez and the migrant workers' fight for justice and equity.

This unit connects with the third grade Social Studies Unit 1, Ancient Rome. In the Social Studies unit, students study and learn about the values and beliefs of the ancient Roman Empire. In this literature unit, students begin to see the role that myths, gods, and storytelling had in ancient Rome by reading a collection on Roman myths. While reading the myths, students will be challenged to think about how the myths illustrate and show the beliefs and customs of the Roman Empire. Students will also be challenged to think what the myths teach about retaliation and generosity.

In reading and writing, this unit focuses on helping readers solidify their understanding of the connection between recounting stories, determining a central message, and using details to explain how the central message is conveyed. Through multiple readings of the same myths, students will be able to analyze and discover the way in which messages are developed. Students will then be pushed to articulate this understanding both orally and in writing. Rereading the same myth multiple times also supports students fluency and vocabulary development.

This unit serves as a launch to fifth grade literature. By reading the core text, Seedfolks, students will explore what it means to be part of a community and how the actions of one person can positively impact an entire community. Students will grapple with how being part of a community can help a person change and evolve as they discover new things about themselves. Students will also wrestle with how prejudice and racism impact the way people treat each other and the ways in which both can influence an entire community. It is our hope that this unit helps establish a strong classroom community and that the characters in Seedfolks can serve as a model for how people from all walks of life can come together to be part of a strong, productive community.

The text Seedfolks was chosen not only because of its portrayal of the power of community, but also because of the unique structure of the text. Each chapter is told from a different character's point of view and shows how as the garden grows, the character's hearts grow bigger and their worldview and compassion grow. The structure of the text allows for students to begin exploring two key fifth grade standards, comparing and contrasting two or more characters and describing how a narrator's or speaker's point of view influences how events are described. Since this is the first unit of the year, an underlying focus of the unit should also be on establishing expectations for annotation, discussion, and vocabulary.

In this science-based unit, students begin to build respect for and understanding of living things by studying the life cycles of different plants and animals. In the first bend of the unit, students continue their exploration of seasons by exploring what makes spring the season of growth and the different characteristics of living, nonliving, and dead things. In the second part of the unit, students observe and learn about plants and what seeds need in order to grow into a plant. In the third part of the unit, students observe and learn about frogs and butterflies and the process in which tadpoles turn into frogs and caterpillars transform into butterflies. In the fourth part of the unit, students learn about birds and how birds grow and change inside of an egg. The unit culminates with students studying different ways humans change the environment and coming up with solutions for ways to reduce human impact on the environment. For each bend of the unit it is incredibly important that students are able to participate in hands-on labs and activities that help them see and observe the life cycles in action. Therefore, there are multiple project days within the unit. After the projects and labs have been set up, students should be pushed to predict, observe, record, and explain the changes that they notice. Throughout the unit, students should be challenged to think critically about how the life cycles of plants and animals are similar and different, and what all living things need in order to thrive and survive.

In reading, this unit serves as a chance to review all previously taught reading strategies. With that said, one main focus of the unit is on describing the connection between ideas or pieces of information, particularly in regard to sequencing. Another focus is on describing the relationship between illustrations and the text in which they appear, and using the illustrations to deepen understanding of key details in a text. When the text demands, students should also be challenged to ask and answer questions about key details, identify the main topic, ask and answer questions about unknown words, identify the reasons an author gives to support points in a text, and compare two texts on the same topic. If there are other strategies from the year that students are struggling with, plan strategic places over the course of the unit to spiral in and remediate the strategies so that students are prepared for first grade.

In writing, the main focus of this unit is on ensuring that all students are scoring a 3 or a 4 on the reading response rubric. Therefore, targeted whole-group and small-group mini-lessons should be planned based on student needs.

This unit serves as the foundational unit for establishing both classroom culture and the routines of the literature block. In this unit, students discover what it means to be part of a classroom community and how they can make the classroom community a fun place to be. Over the course of the unit, students explore hopes and dreams, how to be polite and treat others with respect, and why it's important to be proud of themselves and who they are. The unit gives students a chance to project their own feelings onto characters in order to make sense of how they are feeling. Through a variety of extension activities, students will be pushed to think about how they can use what they learned from the characters in their own lives and in the classroom community. The final products of many of the lessons and activities should be displayed and reinforced daily as student-friendly reminders of what it means to be part of a joyful community.

In reading, the main focus of the unit is on setting up the routines of a successful literature block. Students will learn what it means to actively participate in a Read Aloud, how to listen to other students in the class, how to interact with and practice vocabulary, and how to write in response to the text. Students will also learn and practice strong habits of discussion, particularly the structures for Turn and Talks: tracking, voice, and focused bodies. Additionally, students will begin to learn about the importance of asking questions in response to a text and how questioning and being inquisitive is an important part of learning and exploring the world around them.

In this unit, students read a collection of texts focused on building an understanding of what it means to be a good friend. This unit, in connection with beginning-of-the-year culture-building activities, will set a strong foundation for building social-emotional awareness within students as they navigate making new friendships within the classroom. This unit will also serve as the launch unit of the year-long theme: what it means to be a good person within a community. Over the course of the year, students will deepen their understanding of what it means to be a good person and grow up in different communities, part of which involves being a good friend.

This unit will serve as the foundational unit for creating a strong read aloud and discussion culture. Building on what students learned in K2, students will practice asking and answering questions about key details, particularly characters, in partners, individually, and through discussion. Students will also learn and practice strong habits of discussion, particularly structures for turn and talks, tracking, voice, and focused bodies. Additionally, students will be challenged to think about characters, what they are like as a person, and what they learn in the story, by noticing the details an author includes in the words and the pictures. Unlike kindergarten units, in this unit students will begin to build connections across texts and build a deeper understanding of the unit theme of friendship.

In writing, students will write daily in response to the text. The focus for this unit is on building student stamina and routines in regard to writing about reading. In Kindergarten, students wrote daily in response to the text, with an emphasis on both the illustration and words. Over the course of the unit, students should begin to focus more on the words they are writing and less on the illustration to convey ideas about the text. However, they should always be encouraged to start with a quick sketch to get their ideas down.

I created this activity to review proper fractions and whole numbers.  Also, it is a beginning lesson for improper fractions and mixed numbers.  This activity supports sol 3.2b, represent fractions and mixed numbers with models and symbols.  This activity begins in small groups of 2-4 students.  The teacher gives 4 cards to each group, one each of proper fraction, whole number, improper fraction, and mixed number and a recording sheet.  The teacher directs the students to work together to write characteristics about the numbers on the cards and draw any models they can but does not tell them the names of improper fractions and mixed numbers.  Activities like this one gives students opportunity for productive struggle by allowing them to collaborate without too much help from the teacher, it is more rigorous, and the result is students have a deeper understanding. 

In this unit students will explore the difficulties of having a learning disability and how a learning disability influences the way a person feels about themselves by reading the core text, The Wild Book. Throughout the unit students will be challenged to think about multiple thematic topics—believing in ourselves, accepting differences, persevering through challenges, and trusting in family during difficult times. Exploring the themes will allow students to develop a deeper appreciation for people's unique differences and struggles and learn to accept everyone for their strengths. It is our goal that this unit, combined with others in the curriculum, will help students see the world as a diverse place, not just in terms of race but also in terms of abilities, and that no matter what, everyone can be successful.

The text, The Wild Book, was chosen not only for its powerful themes but because Margarita Engle, the award-winning Latina author, uses verse to bring to life a difficult historical period in Cuba. The book tells the story of Margarita Engle's grandmother who grew up in Cuba during a time of lawlessness. Margarita Engle tells her grandmother's story in a way that helps readers build empathy and understanding of the hardships our ancestors may have faced. Simultaneously, students also see the power of poetry and its influence on Cuban culture in the early 20th century. Seeing that despite the hardships the country faced, it was also a place of artistic beauty.

This unit builds on previous units in which students have learned the features of poetry; however, in this unit students begin to see poetry as not just stand-alone poems but as an art form in which a poet can express himself or herself freely. When discussing and writing about poetry, students should be able to refer to the specific structural elements of a poem and explain how the elements enrich the text. This unit also challenges students to deeply analyze how authors develop theme within individual poems and also across a longer work. Students will analyze how characters are developed, how word choice and imagery are used to bring power and meaning to different verse, and how the author uses varying experiences to reveal theme. Doing deep text analysis of the poems on an individual level and also on a more broad level will help students understand the power of the various themes and how the author develops them.