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Author: Capital Region BOCES

  • Grade 2 Social Studies Unit 1

    Individual Development and Cultural Identity

    Students study their local community and learn about characteristics that define urban, suburban, and rural communities. Democratic principles and participation in government are introduced. Interaction with the environment and changes to the environment and their effects are examined. The concept of change over time and examining cause and effect are introduced. Students will examine the availability of resources and the interdependence within and across communities.

    Download the complete Grade 2 Social Studies Unit 1 framework to customize for your own planning.

    Standards

    • Standard 3: Geography
    • Standard 5: Civics, Citizenship and Gov’t

    Essential Questions

    • What is a community?
      • A community is a group of people living in the same place or having a particular characteristic in common?
    • What is culture?
      • Culture is the customs, arts, social institutions, and achievements of a particular nation, people, or other social group.
    • What is my community/cultural identity?
      • Culture diversity is the existence of a variety of cultural or ethnic groups within a society.

    Download the complete Grade 2 Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.

  • Grade 2 Science Unit 1

    Earth’s Systems: Processes That Shape the Earth

    Students learn about short and long term events/processes that shape our land.  They explore the varied shapes and kinds of land and bodies of water found on Earth.

    Download the complete Grade 2 Science Unit 1 framework to customize for your own planning.

    Standards

    • 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
    • 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.
    • 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
    • 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

    Essential Questions

    • Why does Earth look the way it does?
      • Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1-1)
      • Wind and water can change the shape of the land. (2-ESS2-1)
      • Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)
    • How can we find different areas of land and water on our Earth?
      • Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2)
      • Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)

    Download the complete Grade 2 Science Unit 1 framework to customize for your own planning.

  • Grade 5 ELA Unit 1

    Using Texts to Create Meaning

    Students will read both informational and literary texts to determine how an author uses structure and story elements to create meaning. Students will read, write and discuss these findings, with a focus on utilizing relevant key details.

    Essential Outcomes

    Reading

    • 5R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 5R3: In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)
    • 5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts.

    Reading Foundations – Fluency

    • 5RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 5L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 5L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
    • 5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    Writing

    • 5W5: Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.
    • 5W7: Recall relevant information from experiences or
      gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.

    Speaking and Listening

    • 5SL1: 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

    • 5R1, 5R3, 5R4, 5R6, 5R7, 5R9
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W2, 5W5, 5W6, 5W7
    • 5SL1 -5SL6

    Essential Questions and Big Ideas

    • How do strategic readers create meaning from informational and literary text?
      • Comparing and contrasting ideas help readers build understanding.
    • How does interaction with text provoke thinking and response?
      • Texts provide details and evidence to support logical inferences.
    • How do readers know what information is relevant?
      • Writers use information/evidence/details to explain a topic

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

  • Grade 2 Math Unit 1

    Number Sense and Place Value 

    Students will develop an understanding of place value through 100s. Students will learn to compare values of up to three digit numbers. Students will develop fluency with adding and subtracting within 20.

    Download the complete Grade 2 Math Unit 1 framework to customize for your own planning

    Essential Outcomes

    Operations and Algebraic Thinking

    • NY-2.OA.2a: Fluently add and subtract within 20 using mental strategies. Strategies could include:
      • counting on;
      • making ten;
      • decomposing a number leading to a ten;
      • using the relationship between addition and subtraction; and
      • creating equivalent but easier or known sums.
    • NY-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.

    Number and Operations in Base Ten

    • NY-2.NBT.1: Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones.
    • NY-2.NBT. 3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

    Other Standards Addressed in this Unit

    Operations and Algebraic Thinking

    • NY-2.OA.2b: Know from memory all sums within 20 of two one-digit numbers.
    • NY-2.OA.3a: 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 2’s.
    • NY-2.OA.3b: Write an equation to express an even number as a sum of two equal addends.

    Number and Operations in Base Ten

    • NY-2.NBT.1a: Understand 100 can be thought of as a bundle of ten tens, called a “hundred.”
    • NY-2.NBT.1b: Understand 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).
    • NY-2.NBT. 2: Count within 1000; skip-count by 5s, 10s, and 100s.
    • NY-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.
    • NY-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.

    Essential Questions and Big Ideas

    • How much is a digit worth? How does the position of a number affect its value?
      • The value of a digit depends on its place, or position in the number.
      • Each place has a value of 10 times the place to its right.
      • A digit in the one’s place is worth that number. In the number 524, The one’s place is worth 4 ones, the ten’s place is worth 2 tens or 20 and the hundred’s place is worth 5 hundreds or 500.
    • How do mathematical relationships relate to each other?
      • Using mental strategies can allow for more fluent addition & subtraction
      • Using various methods to represent and solve problems involving addition & subtraction
      • Expressing rows and columns of an array using repeated addition equations
    • How do we solve word problems?
      • Keywords help us determine if we need to add or subtract to solve a word problem.

    Download the complete Grade 2 Math Unit 1 framework to customize for your own planning

  • Grade 1 Science Unit 1

    Space Systems: Patterns & Cycles

    Students explore patterns and cycles seen in the day and night sky in relationship to the changing seasons.

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

    Standards

    • 1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted.
    • 1-ESS1-2. Make observations at different times of the year to relate the amount of daylight to the time of year.

    Essential Questions and Big Ideas of the Unit

    • What is Earth’s place in the universe?
    • How is time (day, month, season) related to the sun, Earth, stars and moon?
      • Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
      • Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)

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

  • Grade 2 ELA Unit 1

    Character Study and Narrative Writing

    In this unit, students will learn to pay close attention to how characters interact within a story and how they drive the actions. They will begin to ask and answer who, what, when, where, how, and why questions to further their understanding and to identify key details within a text to support their understanding. The students will learn to participate in collaborative conversations, beginning to identify and use appropriate grammar and punctuation when writing and speaking, specifically while discussing characters’ thoughts, feelings, and actions, and how they respond to major events within a text. The students will begin to listen to others perspectives and notice how others thoughts reinforce or contradict their own thoughts and understandings. Students will write a personal narrative where they will begin to apply what they have learned in reading to their own writing. The students will begin to develop fluency to aid in comprehension. This unit should be paired with the appropriate reading foundations lessons for your class.

    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.

    Download the complete Grade 2 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text.
    • 2R3: In literary texts, describe how characters respond to major events and challenges.
    • 2R4: Explain how words and phrases in a text suggest feelings and appeal to the senses.

    Reading Foundations – Fluency

    • 2RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 2L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 2L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    Writing

    • 2W3: Write narratives which recount real or imagined experiences or a short sequence of events, including details to describe actions, thoughts, and feelings; use temporal words to signal event order, and provide a sense of closure.

    Speaking and Listening

    • 2SL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 2RF3, 2RF3a, 2RF3b, 2RF3c, 2RF3d, 2RF3e
      2RF4, 2RF4a, 2RF4b
    • 2R1, 2R3, 2R4, 2R5, 2R6, 2R9
    • 2L1, 2L2, 2L3, 2L3a, 2L4, 2L4a, 2L4b, 2L4c, 2L5, 2L5a, 2L5b, 2L5c, 2L5d, 2L6
    • 2W3, 2W4
    • 2SL1, 2SL1a, 2SL1b, 2SL1c, 2SL2, 2SL3, 2SL4, 2SL6

    Essential Questions and Big Ideas

    • Why do literary texts matter?
      • Stories can show us what is important and valued in our own lives and the lives of others.
    • How do readers build habits to read with stamina, fluency, meaning and attention to print?
      • Readers and writers make decisions about the texts they read and topics they write about.
      • Readers and writers think about texts before, during, and after they read.
      • Readers use strategies to problem solve to aid in fluency, comprehension, and decoding.
    • How do writers build habits to engage and inform an audience on a personal experience?
      • Writers make connections between how authors share character experiences and their own experiences.
    • What strategies do readers use to understand that characters face problems, characters lead readers to the author’s message, and characters can influence the way people live their lives?
      • Readers make inferences about characters.
      • Readers compare and contrast the characters in their stories.
      • Readers and writers retell their stories to partners.
      • Writers share what they are thinking about their characters.

    Download the complete Grade 2 ELA Unit 1 framework to customize for your own planning.

  • Grade 1 Social Studies Unit 1

    Individual Development and Cultural Identity

    Unit description: In this unit the students will learn to identify character traits of a family and share traits, habits and values. They will define traditions and examine their importance in passing information from one generation to another. The students will examine the varying ethnic and cultural groups in the community and state. They will identify, examine and understand how ancestors affect cultures and identity of the following generations. The students will examine symbols and how they represent a culture and are all unique.

    Download the complete Grade 1 Social Studies Unit 1 framework to customize for your own planning.

    Standards

    • Standard 1: U.S. & N.Y. History
    • Standard 5: Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    • Big idea of the unit
      • There are specific traditions, beliefs, individuals and historical events that help shape family and American cultural identity.
    • What are the character traits of a family?
      • Families share many traits, habits and values.
    • What are traditions and why are they important?
      • Traditions are long-established customs or beliefs that have been passed on from one generation to another.
      • Traditions are important to pass information and values from one generation to another.
    • What are varying cultural groups in my community/state?
      • There are many different cultural grounds in my community and my state.
    • How do people in history affect my culture/identity?
      • Ancestors affect cultures and identity of following generations.
      • People who have lived in a community establish a culture and identity that is passed to those who live there after.
    • Are there symbols that represent my culture and identity?
      • There are many symbols that can represent a culture and they are all unique.

    Download the complete Grade 1 Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.

  • Grade 1 Math Unit 1 – Parts 1-2

    Operations and Algebraic Thinking

    Unit description: In this unit, students will progress towards fluency with addition and subtraction of numbers to 10 (1.OA.6) using strategies to advance them from counting all to counting on, which leads many students then to decomposing and composing addends and total amounts. They will represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and act out situations, verbal explanations, expressions, or equations. They will understand the relationship between addition and subtraction and the meaning of the equal sign. Applying all of this knowledge and skill, students will use problem solving structures to solve addition and subtraction word problems within 10 (using both two and three whole numbers for addition) involving all situations using objects, drawings, and equations.

    Download the complete Grade 1 Math Unit 1 frameworks to customize for your own planning:

    Operations and Algebraic Thinking

    NY-1.OA.1 – Use addition and subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations

    NY-1.OA.5 – Relate counting to addition and subtraction. e.g., by counting on 2 to add 2

    NY-1.OA.6a –  Add and subtract within 20. Use strategies such as: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums. 

    NY-1.OA.6b – Fluently add and subtract within 10.

    NY-1.OA.7 – Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. e.g., Which of the following equations are true and which are false? 6 = 6 7 = 8 – 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2 

    NY-1.OA.8 – Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions. e.g., Determine the unknown number that makes the equation true in each of the equations 8 + ? = 11 ＿ – 3 = 5 6 + 6 = □

    Other Standards Addressed in this Unit

    Operations and Algebraic Thinking

    NY-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

    NY-1.OA.3 – Apply properties of operations as strategies to add and subtract. e.g.,

    • 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.)

    Note: Students need not use formal terms for these properties.

    NY-1.OA.4 – Understand subtraction as an unknown addend problem within 20. e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8.

    Essential Questions and Big Ideas

    What is the relationship of addition and subtraction?

    • Addition and subtraction are related/inverse operations.

    Why do we take apart and put together numbers?

    • Numbers are composed of other numbers.
    • Taking apart and putting together are the foundation of addition and subtraction.

    How can the structure of a word problem or equation help us to solve it? 

    • Word problems have basic problem solving structures: adding to, taking from, putting together, taking apart, comparing.
    • Unknowns can be in various locations (start, change, result) in equations and develop from combinations of numbers.

    Why are properties important in solving equations?

    • Various strategies can be used to quickly add numbers. 

    What is the purpose of the equal sign?

    • The equal sign is used to represent quantities that have the same value.

    Prerequisite Standards:

    • K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
    • K.CC.4b 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.
    • K.CC.4c Understand that each successive number name refers to a quantity that is one larger.
    • 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 writing an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
    • 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.)
    • K.OA.5 Fluently add and subtract within 5.

    Download the complete Grade 1 Math Unit 1 frameworks to customize for your own planning:

  • Grade 2 ELA Reading Foundations

    Phonics and Word Recognition

    The students will learn to recognize and distinguish between long and short vowel sounds when reading and writing c-v-c and silent -e one syllable words. The students will continue to build on their sight vocabulary, adding words and increasing recall when reading and writing new sight words.

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

    Download the complete Grade 2 ELA Reading Foundations framework to customize for your own planning.

    Essential Outcomes

    Reading Foundations: Phonics and Word Recognition

    • 2RF3: Know and apply phonics and word analysis skills in decoding words.
    • 2RF3a: Distinguish long and short vowels when reading regularly spelled one-syllable words (including common vowel teams).
    • 2RF3b: Decode short and long vowel sounds in two-syllable words.
    • 2RF3c: Decode regularly spelled two-syllable words.
    • 2RF3d: Recognize and identify root words and common suffixes and prefixes.
    • 2RF3e: Read all common high-frequency words by sight.

    Essential Questions and Big Ideas

    • How do readers and writers decode and spell new words?
      • Readers and writers use their understanding of consonant sounds, vowel sounds and syllable types to decode and spell new words

    Download the complete Grade 2 ELA Reading Foundations framework to customize for your own planning.

  • Grade 1 ELA Reading Foundations

    Phonological Awareness, Phonics and Word Recognition

    In these lessons, students will learn the fundamental strategies for decoding and spelling. The students will develop their phonological awareness and apply that understanding to tapping to decode and spell. Students will expand their sight word vocabulary which will help increase their fluency and comprehension. Students will become proficient at decoding and spelling closed syllable words and they will begin to apply understanding of v-e syllable types in decoding and spelling. The students will gain a basic understanding of common suffixes and how they change the meaning of the base word.

    Download the complete Grade 1 ELA Reading Foundations framework to customize for your own planning.

    Essential Outcomes

    Reading Foundations: Phonological Awareness

    • 1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • 1RF2a: Count, blend and segment single syllable words that include consonant blends.
    • 1RF2b: Create new words by manipulating individual sounds (phonemes) in spoken one syllable words.
    • 1RF2c: Manipulate individual sounds (phonemes) in single-syllable spoken words.

    Reading Foundations: Phonics and Word Recognition

    • 1RF3: Know and apply phonics and word analysis skills in decoding words.
    • 1RF3a: Know the letter-sound correspondences for common blends and consonant digraphs (e.g., sh, ch, th).
    • 1RF3b: Decode long vowel sounds in regularly spelled one-syllable words (e.g., final -e conventions and common vowel teams).
    • 1RF3c: Decode regularly spelled one-syllable words.
    • 1RF3d: Determine the number of syllables in a printed word by using knowledge that every syllable must have a vowel sound.
    • 1RF3e: Decode two-syllable words following basic patterns by breaking the words into syllables.
    • 1RF3f: Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked).
    • 1RF3g: Read most common high-frequency words by sight.

    Essential Questions and Big Ideas

    • What are words and why are they important?
      • Words are made of a specific order of phonemes, or sounds and have a specific meaning.
      • Phonemes are represented by a letter or a combination of letters which are used to create written words.
      • Words can be spoken and written.
      • Words can be used together or alone to form full thoughts called sentences.
      • People use spoken and written words to communicate.
    • How do readers and writers know how to decode and spell words?
      • Readers use their understanding of phonemes and their letter representations to decode written words.
      • Writers use their understanding of phonemes and their letter representations to write words.
      • Readers and writers expand their understanding of phonemes and letters by learning about syllable types.

    Download the complete Grade 1 ELA Reading Foundations Framework to customize for your own planning.