Unit 1: Building a Mathematical Community and Understanding Equal Groups

Students will be able to...

• Write a multiplication equation to represent story problems.

• Use pictures, arrays, and repeated addition to model the story problems.

• Identify patterns of multiplication.

Unit 2: Using Data to Solve Problems

Students will be able to...

• Collect data with up to four categories by asking questions.

• Organize data into frequency tables.

• Represent data collected by constructing a scaled picture graph and/or scaled bar graph.

• Analyze and interpret data from a graph.

• Solve one- and two-step problems using data presented in scaled picture graphs and/or bar graphs using addition and subtraction.

​Unit 3: Stories with Addition & Subtraction

Students will be able to...

• Use expanded form to decompose numbers to solve addition and subtraction problems.

• Apply the relationship between addition and subtraction to solve problems.

• Solve two-step word problems using addition and subtraction

Big Ideas and Guiding Questions:

Why are education, books, and reading important?

How can I overcome learning challenges?

​Unit 1: Reading Literary Texts

• Mid-Unit 1 Assessment: Collaborative Discussions:  Students follow norms and use notes to discuss what they like about their independent reading books so far and what they find challenging.

• End of Unit 1 Assessment: Answering Questions about a Literary Text: Students will read a new literary text and answer questions demonstrating their ability to use evidence, determine the lesson or message, and describe the impact of the character's actions on the sequence of events.

​​​Unit 2: Reading and Writing to Inform

• Mid-Unit 2 Assessment: Questions and Identifying the Main Idea of an Informational Text: Students will read a new text and answer questions about unfamiliar vocabulary, the main idea, and supporting details.

• End of Unit 2 Assessment: The Challenge of Accessing Books: Students will reread a passage and write a paragraph describing the challenge of accessing books and how it is overcome, demonstrating their ability to write an informative/explanatory piece that refers explicitly to details in the text.

​Unit 3: Writing to Inform

• Mid-Unit 3 Assessment: Finding the Lesson: Students will use notes from a previous lesson to write an informative paragraph to demonstrate understanding of the lesson and how it is conveyed through the text.

• End of Unit 3 Assessment: Recording an Audiobook and Revising Reading Contract: Students will work in small groups to record an audiobook. Students will also revise and write a final draft of the reading contracts written throughout the unit using peer and teacher feedback.

​Module Performance Task: Reading Strategies Bookmark

• Students will create an eye-catching bookmark listing the strategies described in their End of Unit 3 Assessment Reading Contracts. The strategies are written in bullet points so students can access them quickly when reading.

Students will be able to...

• Explain that the human body is made of systems to include the skeletal and muscular system.

• Identify why the human body systems are essential for life.

• Describe ways the skeletal and muscular systems protect, move, and support the human body.

• Compare the functions of the skeletal and muscular system.

• Explain why skin is necessary

• Explain why skin keeps the human body healthy

• Construct explanations as to why the skeletal system protects, supports, and enables movement of the human body.

• Construct explanations as to why the muscular system protects, supports, and enables movement of the human body.

• Observing the human body in motion (Obtaining information) then identify the skeleton as a system.

• Develop and use models of the human skeleton and observe that each bone has a certain shape, position, and function.

Students will be able to...

1. Explain the three branches of government, with an emphasis on local government.

2. Summarize the historical development of local governments.

3. Describe the structure of local government and how it functions to serve citizens.

4. Model ways in which responsible citizens take part in public debate and discussion (e.g., role play a debate over a civic problem).

5. Determine an appropriate approach to political, social and economical engagement, given a specific situation in the community.

6. Generate a list of possible approaches to protect their communities natural environment and promote the approach publically.