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Author: Capital Region BOCES

  • Kindergarten Math Unit 1

    Numbers 1-10

    Students will develop number recognition to count objects and pictures, or count out appropriate quantities of objects in real-world situations. They will gain a sense of quantity to recognize that the number of objects is the same regardless of the arrangement. For example, a group of 6 objects is the same quantity regardless of whether they are scattered or arranged in a line, circle, rectangle, die or domino pattern. In addition, students will use knowledge of numbers 0-10 to count and represent numbers up to 10 (Unit 4 – up to 20) as well as apply their counting skills to answer the question of “how many” for as many as 10 (Unit 4 – 20) objects arranged in a line, a rectangular array, or a circle, or as many as 10 things a scattered configuration given a number from 1-10, count out that many objects.

    Essential Outcomes

    Counting and Cardinality

    Know number names and the count sequence.
    • NY-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)
    Count to tell the number of objects.
    • NY-K.CC.4: Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.
      • 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. (1:1 correspondence)
      • Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
      • Understand the concept that each successive number name refers to a quantity that is one larger.
      • Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
    • NY-K.CC.5:
      • Answer counting questions using as many as 20 objects arranged in a line, rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. (Ex. “How many ______ are there?”)
    Compare Numbers.
    • NY-K.CC.6:
      • Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. *Note: Include groups with up to ten objects. (Ex. Using matching and counting strategies)

    Operations and Algebraic Thinking

    Understand simple patterns.
    • NY-K.OA.6: Duplicate, extend, and create simple patterns using concrete objects.

    Measurement and Data

    Classify objects and count the number of objects in each category.
    • NY-K.MD.3: Classify objects into given categories; count the objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10.

    Other Standards Addressed in this Unit

    Counting and Cardinality

    Count to tell the number of objects.
    • NY-K.CC.5a: Given a number from 1–20, count out that many objects.

    Operations and Algebraic Thinking

    Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
    • NY-K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation. (Ex. using objects or drawings)

    Measurement and Data

    Classify objects and count the number of objects in each category.
    • NY-K.MD.4: 4. Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes.

    Focus Standards for Mathematical Practice

    • MP.2 Reason abstractly and quantitatively. Students represent quantities with numerals.
    • MP.3 Construct viable arguments and critique the reasoning of others. Students reason about other students’ ways of counting fingers or a scattered set of objects, the former by comparing the fingers counted and the order counted or the latter by comparing counting paths through a set of up to 10 scattered objects.
    • MP.4 Model with mathematics. Students model decompositions of three objects as math drawings and addition equations.
    • MP.7 Look for and make use of structure. Students use the 5-group to reason about numbers within 10.
    • MP.8 Look for and express regularity in repeated reasoning. Example:Students build a number stair to reason about 1 more and 1 less than each number within 10.

    Essential Questions and Big Ideas

    • Why do we count?
      • Counting is used to find how many or how much a quantity represents.
      • The total number of objects is represented with a numeral.
    • How is number order helpful to us?
      • The last number said when counting a quantity of objects, is the total number of objects in that group.
      • Each successive number name refers to a quantity that is one larger.
    • What can numerals represent?
      • Relationships between numbers and quantities; connect counting to cardinality.
      • Written numerals represent an amount and each numeral represents a different amount.
    • How does knowing numbers 0-10 help you in counting other numbers?
      • Identifying numerical patterns from 0-10 helps students to apply counting sequences to 100 (NY-K.CC.1).

    Download the complete Kindergarten Math Unit 1 framework to customize for your own planning.

  • Physical Science – Structure & Properties of Matter

    Students explore the structure of matter, how each substance has unique physical and chemical properties, changes of states of matter, and basic chemical reactions. Students learn about “heat” thermal energy, and temperature as a measurement of the average kinetic energy of the particles in a sample of matter.

    Download the complete Physical Science – Structure & Properties of Matter framework to customize for your own planning.

    Standards

    • MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
    • MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
    • MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
    • MS-PS1-7. Use evidence to illustrate that density is a property that can be used to identify samples of matter.
    • MS-PS1-8. Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.

    Essential Questions and Big Ideas of the Unit

    • What is matter made of?
      • Substances are made of one type of atom or combinations of different types of atoms. Individual atoms are particles and can combine to form larger particles that range in size from two to thousands of atoms. (MS-PS1-1)
      • Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3),(MS-PS1-7)
      • Solids may be formed from molecules, or they may be extended structures with repeating sub-units (e.g., crystals). (MS-PS1-1)
      • The changes of state that occur with variations in temperature and/or pressure can be described and predicted using these models of matter. (MS-PS1-4)
      • Mixtures are physical combinations of one or more samples of matter and can be separated by physical means. (MS-PS1-8)
    • What happens in a chemical reaction?
      • Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles, and these new substances have different properties from those of the reactants. (MS-PS1-3)
      • The term “heat” as used in everyday language refers both to thermal energy (the motion of particles within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)
      • Temperature is not a form of energy. Temperature is a measurement of the average kinetic energy of the particles in a sample of matter. (secondary to MS- PS1-4)

    Download the complete Physical Science – Structure & Properties of Matter framework to customize for your own planning.

  • Life Science – Structure, Function and Information Processing

    Students explore the structure and function of living things, their similarities and differences, and how living things process information.

    Download the complete Life Science – Structure, Function, and Information Processing framework to customize for your own planning.

    Standards

    • MS-LS1-1. Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
    • MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
    • MS-LS1-3. Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
    • MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.

    Essential Questions and Big Ideas of the Unit

    • How are living things similar and different?
      • All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
      • Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
      • In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)
      • Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. (MS-LS1-8)
      • Plants respond to stimuli such as gravity (geotropism) and light (phototropism). (MS-LS1-8)

    Download the complete Life Science – Structure, Function, and Information Processing framework to customize for your own planning.

  • Grade 8 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify, trace, and evaluate arguments within and across various informational texts. Students will study argumentation techniques, looking closely at relevant v. irrelevant evidence. Students will use multiple formats (verbal, written, etc.) to create their own arguments, using clear reasoning and relevant evidence.

    Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 8 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
    • 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
    • 8R6: In informational texts, analyze how the author addresses conflicting evidence or viewpoints.
    • 8R8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

      Language

    • None

    Writing

    • 8W1: Write arguments to support claims with clear reasons and relevant evidence.

    Speaking and Listening

    • 8SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 8SL2: Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
    • 8SL3: Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.
    • 8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation

    All Standards Addressed in This Unit

    • R1, R2, R4, R5, R6, R7, R8
    • L3, L4, L5, L6,
    • W1, W5.
    • SL1, SL2, SL3, SL4, SL5, SL6

    Essential Questions and Big Ideas

    • How do authors develop their arguments?
      • Authors use a variety of techniques to develop an argument over the course of a text
      • Authors must leverage sufficient, supporting evidence to make a relevant claim
      • Authors leverage counter arguments and rebuttals to strengthen their own arguments
    • How can we determine the effectiveness of an argument?
      • Readers must be well-versed in argumentation techniques, including use of relevant v. irrelevant evidence, to determine the effectiveness of an argument
      • Good readers look for how arguments develop over the course of a text
      • As readers, we must look within and across texts to analyze multiple perspectives on the same topic
    • Why is it important to determine the effectiveness of an argument?
      • To protect ourselves, we need to be aware that not all arguments are sound or based on reliable evidence and sources
      • We as members of our society are constantly hearing, reading, and creating arguments- it’s our duty as a responsible citizen to evaluate the effectiveness of each

    Download the complete Grade 8 ELA Unit 1 framework to customize for your own planning.

  • Grade 7 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify, trace, and evaluate arguments within various informational texts. Students will study argumentation techniques, looking closely at relevant v. irrelevant evidence. Students will use multiple formats (verbal, written, etc.) to create their own arguments on a social issue that impacts them or their community, using clear reasoning and relevant evidence.

    Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 7 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 7R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 7R3: In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed
    • 7R6: In informational texts, analyze how the author distinguishes his or her position from that of others.
    • 7R8: Trace and evaluate the development of an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

    Language

    • 7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Writing

    • 7W1: Write arguments to support claims with clear reasons and relevant evidence
    • 7W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 7 Reading Standards to both literary and informational text, where applicable

    Speaking and Listening

    • 7SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

    All Standards Addressed in this Unit

    • R1, R3, R4, R6, R8
    • L3
    • W1, W5
    • SL1, SL3

    Essential Questions and Big Ideas

    • How do authors develop their arguments?
      • Authors use a variety of techniques to develop an argument over the course of a text
      • Authors must leverage sufficient, supporting evidence to make a relevant claim
    • How can we determine the effectiveness of an argument?
      • Readers must be well-versed in argumentation techniques, including use of relevant v. irrelevant evidence, to determine the effectiveness of an argument
      • Good readers look for how arguments develop over the course of a text
    • Why is it important to determine the effectiveness of an argument?
      • To protect ourselves, we need to be aware that not all arguments are sound or based on reliable evidence and sources.

    Download the complete Grade 7 ELA Unit 1 framework to customize for your own planning.

  • Kindergarten ELA Reading Foundations

    Print Concepts, Phonological Awareness, Phonics and Word Recognition

    This unit consists of 3 sub-units designed to provide students with basic foundational skills for word work, closely following the Next Generation Foundation Skills standards. The first part focuses on print concepts, the second on phonological awareness and the third on phonics and word recognition. It is essential that a word-work curriculum closely aligns/integrates with reading and writing instruction, supporting how students develop as writers, readers, speakers, and listeners. Additionally, in keeping with the recommendations of the Next Generation Learning Standards, it is important that kindergarten units are developmentally appropriate, with play and hands-on learning underpinning all instruction.

    Each sub-unit is designed with an intentional progression with a recommended sequence of lessons. However, teachers are encouraged to use the 3 sub-units in an integrated and flexible manner, to best support Language Arts in the classroom.

    Note: The foundational skills are not an end in and of themselves; rather, they are essential and vital components of effective reading instruction designed to develop capable readers with the ability to comprehend texts across a range of types and disciplines. Responsive practitioners need to develop a deep understanding and working knowledge of foundational literacy processes. The standards, along with the 3 sub-units’ guiding questions and learning targets, can provide the direction and support to assist students in learning the foundational skills.

    As always, assess students’ with developmentally appropriate tools that help to inform instructional planning. Learners who lack literacy experiences before they enter school often require a more explicit, structured, and targeted approach to the foundational skills. Teachers will find the specific progressions for instruction in each of the K foundational sub-units. Learners who enter kindergarten with more robust literacy experiences will require a more flexible and eclectic approach to instruction. Teachers are encouraged to use the progressions in this unit to meet the students’ strengths and needs.

    Essential Outcomes

    Reading Foundations – Print Concepts

    • KRF1b: Recognize that spoken words are represented in written language by specific sequences of letters.
    • KRF1d: Recognize and name all upper- and lowercase letters of the alphabet.

    Reading Foundations – Phonological Awareness

    • KRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • KRF2a: Recognize and produce spoken rhyming words.
    • KRF2b: Blend and segment syllables in spoken words.
    • KRF2c: Blend and segment onsets and rimes of spoken words.
    • KRF2d: Blend and segment individual sounds (phonemes) in spoken one-syllable words.
    • KRF2e: Create new words by manipulating the phonemes orally in one-syllable words.

    Reading Foundations – Phonics and Word Recognition

    • KRF3: Know and apply phonics and word analysis skills in decoding words.
    • KRF3a: Demonstrate one-to-one letter sound correspondence by producing the primary sound or most frequent sound for each consonant.
    • KRF3b: Decode short vowel sounds with common spellings.
    • KRF3c: Decode some regularly spelled one syllable words.
    • KRF3d: Read common high-frequency words by sight.

    Download the complete Kindergarten ELA Reading Foundations framework to customize for your own planning.

  • Earth Science – Space Systems

    Students explore the Universe, its stars, the Earth-Sun-moon system, and how the solar system formed.

    Download the complete Earth Science – Space Systems framework to customize for your own planning.

    Standards

    • MS-ESS1-1. Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
    • MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
    • MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

    Essential Questions and Big Ideas of the Unit

    • Why do we need the solar system and how does it impact our life on Earth?
      • Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)
      • Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)
      • The solar system consists of the Sun and a collection of objects, including planets, their moons, comets, and asteroids that are held in orbit around the Sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
      • This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)
      • The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.(MS-ESS1-2)

    Download the complete Earth Science – Space Systems framework to customize for your own planning.

  • Grade 5 Science Unit 1

    Earth’s Systems: Processes That Shape the Earth

    In Part I Students explore the solar system, gravitational force of Earth, the sun as a star in comparison to other stars, and the orbits of Earth around the sun, and of the moon around Earth. Students learn how these concepts help us to understand and recognize observable patterns that explain day vs night, daily changes in length and direction of shadows, and positions of the sun, moon, and stars at different times of the day, month, and year. In Part II students explore the interaction between Earth’s geosphere, hydrosphere, atmosphere and biosphere to affect Earth’s surface materials and processes. Students learn how humans impact these systems, and ways we can protect Earth’s resources and environment.

    Standards

    • 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
    • 5-ESS1-1. Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
    • 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
    • 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
    • 5-ESS2-2. Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
    • 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

    Essential questions and big ideas of the unit

    Part I: Space Systems

    • How does gravity keep things on Earth?
      • The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)
    • How does the size and location of objects in space determine how they appear?
      • The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)
    • Why do objects in the day and night sky appear to change over time?
      • The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

    Part II: Earth’s Systems

    • What determines weather and climate on Earth?
      • Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes (5-ESS2-1)
    • Why is the ocean so important on Earth, and what role does it play in shaping the Earth, its weather, and its climate?
      • The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)
    • Where can we find water on Earth?
      • Nearly all of Earth’s available water is in the ocean. Most Freshwater is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
    • How can Humans help to protect our resources and environment?
      • Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

    Download the complete Grade 5 Science Unit 1 framework to customize for your own planning.

  • Kindergarten ELA Unit 1

    What Is a Reader and a Writer?

    Using a balance of literature and informational texts, students will begin to learn the foundational skills needed to become a reader and writer. The students will become familiar with text structures.

    This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Essential Outcomes

    Reading

    • KR1: Develop and answer questions about a text. 
    • KR2: Retell stories or share key details from a text.
    • KR3: Identify characters, settings, major events in a story, or pieces of information in a text. 

    Reading Foundations – Print Concepts and Fluency

    • KRF1a, c, e: Demonstrate understanding of the organization and basic features of print.
    • KRF4: Will engage with emergent level texts and read-alouds to demonstrate comprehension. 
    • Addressed in RF unit:  Phonological Awareness and Phonics and Word Recognition
      • KRF1b, d
      • KRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    Language

    • KL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

    Writing 

    • KW3: Use a combination of drawing, dictating oral expression, and/or emergent writing to narrate an event or events in a sequence.

    Speaking and Listening

    • KSL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
    • KSL6: Express thoughts, feelings, and ideas.

    All Standards Addressed in This Unit

    • See Reading Foundations Units: 
      • KRF1b, KRF1d, KRF2a-e, KRF3a-d
    • KR1, KR2, KR3, KR6
    • KRF1a, c, e, KRF4
    • KL1, KL2, KL5, KL6
    • KW2, KW3
    • KSL1, KSL3, KSL6

    Essential Questions and Big Ideas

    • What makes a student?
      • Students follow agreed-upon rules for discussions including listening to others, taking turns, and staying on topic.
      • Students participate in discussions through multiple exchanges.
      • Students consider individual differences when communicating with others.
      • Students actively verbalize or act out thoughts, feelings, and ideas.
      • Participate in meaningful classroom discussions.
    • What makes a reader?
      • Readers follow words from left to right, top to bottom, and page by page.
      • Readers recognize that spoken words are represented in written language by specific sequences of letters.
      • Readers understand that words are separated by spaces in print.
      • Identify the front cover, back cover, and title page of a book.
      • Readers ask and answer questions about the text after listening or reading the text.
      • By retelling the events in a story using beginning, middle, and end, readers deepen their understanding of the text.
      • Readers use their understanding of letters, letter sounds, words and pictures to gather meaning from a text.
    • What are story elements?
      • Characters are who or what the story is about.
      • Setting is the time and place where the story happens.
    • What makes a writer?
      • Writing is a communication tool to retell experiences to an audience. 
      • Writers use their understanding of letters, letter sounds, words and pictures to narrate an event or events in a sequence.

    Download the complete Kindergarten ELA Unit 1 framework to customize for your own planning.

  • Grade 6 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify an author’s argument, and analyze how it develops over the course of the text through relevant or irrelevant evidence. Students will also look deeply at a text to identify other factors that could affect an author’s perspective (i.e. geographic location, culture, etc.) This unit will culminate in students generating their own arguments on a topic(s), and providing relevant and specific evidence to support their claim. 

    Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors. 

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 6 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 6R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. 
    • 6R3: In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. 
    • 6R6: In literary texts, identify the point of view and explain how it is developed and conveys meaning. In informational texts, explain how an author’s geographic location or culture affects his or her perspective.
    • 6R8: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not.

    Language

    • 6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Writing

    • 6W1: Write arguments to support claims with clear reasons and relevant evidence.
    • 6W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.

    Speaking and Listening

    • 6SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
    • 6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R1, 6R3, 6R6, 6R7, 6R8
    • 6L1, 6L2, 6L4, 6L5
    • 6W1a-f, 6W5
    • 6SL1, 6SL2, 6SL3, 6SL4, 6SL5, 6SL6

    Essential Questions and Big Ideas

    • How do we identify an author’s claim and how it unfolds throughout the text? 
      • Students will identify and analyze the evidence and decide whether it is relevant or irrelevant to support the claim of the author. 
    • What factors can affect an author’s perspective? 
      • Factors such as geographical location and culture can affect the perspective of the author.
    • How can I create and demonstrate my own command of claims and evidence?
      • Students generate their own arguments on a topic(s), and provide relevant and specific evidence to support their claim.

    Download the complete Grade 6 ELA Unit 1 framework to customize for your own planning.