Course Repository

In this unit, students will review syllable types: closed, open, and magic "e" (CVCe). Students will review graphemes for long "a"--"ai" and "ay"--and open and closed syllables. Lastly, students will continue to work and reflect on their growing ability to fluently read Grade 2 texts.

In this module, students will work to build their skills as researchers, readers, writers, and scientists as they study the world of plants and pollinators. In Unit 1, students will read books, create scientific drawings and participate in a science talk to learn and teach each other about how plants grow and survive. In Unit 2, students will grow as researchers by studying the role of insect pollinators in helping plants grow and survive. Students will learn research skills to write informative pieces about a specific insect pollinator. In Unit 3, students will present their learning to their families and other members of the school and community about the secret for how we get the fruits, flowers, and vegetables we enjoy.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn about dinosaurs as they create, explore, research and imagine. In the Create Lab, students will use a variety of materials and skills to create a model of a dinosaur. In the Explore Lab, students will practice their kindness skills as they work together to learn about the tools of a Paleontologist. In the Research Lab, students will learn how to ask questions like a researcher and find answers using different types of resources. In the Imagine Lab, students will reenact stories about dinosaurs by themselves and with others.

In this unit, Students will research an animal and its defense mechanisms. Students will practice close listening and reading skills using recordings, informational text, and the web pages. Students will cite evidence, determine the main idea, and organize and summarize their research findings using their Animal Defenses Research Notebook. Using their research, students will write a choose-your-own-adventure type narrative as part of their end-of-unit performance task.

This Module is designed to give students additional practice, build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 4: Module 2 Researching to Build Knowledge and Teach Others - Animal Defense Mechanisms.

In this module, students will continue to build on their knowledge of birds from Module 3 deepening their literacy skills and build citizenship. Students will explore the module guiding question: “Why should you care about birds?” In Unit 1, Students will begin to think about the module guiding question by reading a variety of literature with characters who care for birds. These texts include: The Lion and the Bird by Marianne Dubuc, Pierre the Penguin by Jean Marzollo, and Maggie the One-Eyed Peregrine Falcon by Christie Gove-Berg. In Unit 2, students will learn about writing opinions as they investigate a specific bird, Pale Male, who built his nest in the heart of New York City. Students will read about people’s differing opinions about this nest and then write their own opinions in response to the evidence they gather. The two texts that anchor student learning are City Hawk: The Story of Pale Male by Meghan McCarthy and “What’s Best? The Debate about Pale Male’s Nest” by EL Education. In Unit 3, students will learn about some of the problems birds face more generally and what humans can do to help them live and grow through the text, A Place for Birds by Melissa Stewart. Students will learn about all ways birds are helpful to plants, other animals, and people. To demonstrate their knowledge, students will create a scientific drawing of a local bird and complete an informational writing task to teach about birds.

Module 1 focuses on "getting to know letters" (letter names, formations, and sounds). In these modules, students focus on the separate, individual sounds in words (the phonemes). In this unit, students will be introduced to letters (t, a) and (p, h). Students will be introduced to the sight word (I). Students will focus on letter formation, syllables and rhyme.

In this unit, students are introduced to /i/, /ch/, /k/, /y/, /sh/, /z/, /d/, /l/, /f/. “qu,” and “u” as well as the following high frequency words: at,” “and,” “in,” “look,” “like,” “his,” “with”, “did,” “on,” “she,” “her,” “has,” and “are”.

In this unit, students will answer the essential question “How does location affect weather patterns?”. Students will create, read and interpret data in tables and graphical displays to describe typical weather conditions expected during a particular season. Students will obtain and combine information to describe climates in different regions of the world. Students will make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

In this unit, students will answer the essential question “How do living things increase their chances of survival in their environment?”. Students will explore the variety of features living things have and the benefit these features provide these living things. As part of this investigation, students will learn how animals and plants have different life cycles, but all life cycles have similar patterns. Students will explore how animals get their features from their parents and then discover how the features of these living things can change based on their environment. To summarize their learning, students will investigate the beneficial traits of an animal and predict how these traits may change if its environment changes.

In this module, students will learn more about trees by exploring how important trees are to people and their communities. Students will learn how different people, both real and imaginary, enjoy and appreciate trees. Students will think about how real and imaginary characters have used trees to fill a need in their community.

In this module, students will build their reading and science skills through the study of weather. Students will read both informational texts and narratives about weather, and create a weather journal and meteorologist’s notebook. Students will think about how weather affects people in different places around the world, and how weather affects the choices we make about what to wear and what to do each day. Finally, students will plan and write an imaginary narrative featuring a character affected by the weather.

In this module, students will explore the big ideas that all living things in the natural world have needs in order to survive and grow. Students will study trees and the living things that depend on them by making observations of the natural world. Students will find patterns to explain how living things grow. Students will explore what makes something living or nonliving and the common needs of all living things. Students will research a tree, its needs, and how it supports other living things. Based on what they have learned, students will make an informational tree collage, which includes a collage, informational writing, and an animal puppet.

In this unit, students start off with a review of all short vowels and digraphs. Then, students are introduced to decoding and encoding words with the “-an” and “-am” spelling patterns with a review of /a/ and /i/. Students then move on to an introduction to “-ank” and “-ink” in spoken words and a review of /u/ and /e/. Finally, students learn to decode and encode words with double final consonants and a review of short vowels, including /o/.

In this unit, students apply growing phonemic awareness to decoding and encoding single-syllable, CVC (consonant-vowel-consonant) words. students will hear and segment the individual phonemes of single-syllable spoken words. Students will segment and blend to support encoding and decoding. Students will work toward mastery of decoding and encoding single syllable VC (vowel-consonant) and CVC words including words with digraphs at the beginning or end. Students will use a Decodable Reader in a group setting and use the Decodable Student Reader routine in differentiated small groups. Students will take on more independence with text via student Decodable Readers. Use high-frequency words in shared and decodable texts.

In this unit, students continue to: Develop phonemic segmentation (break words down into individual sounds). Blend to decode (seeing a written symbol and being able to say what sound it represents) and encode (hearing a sound and being able to write a symbol to represent that sound) short vowel words with two and three units of sound (including two or more consonants that represent one sound). Use shared oral and written texts. Take on more independence with text via student Decodable Readers.

In this unit, students will continue focusing on getting to know letters. They will be introduced to “k”, “ y”, “q”, “u”, “x”, “b”, “o”, “w”, “j”, “e”, and “z”. Students will also be introduced to the new instructional practice of interactive sentence building (a precursor to Interactive Writing).

In this unit, students will continue focusing on getting to know letters. They will be introduced to “v”, “s”, “g”, “i”, “d”, “f”, “l”.

This Module is designed to give students additional practice, build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 4: Module 4 Responding to Inequality Ratifying the 19th Amendment. This module is to be used with the book The Hope Chest by Karen Schwabach.

In this unit, students will be exploring the world of energy flow and ecosystems. Students will use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. Students will investigate and connect evidence to support an argument that plants get the materials they need for growth chiefly from air and water. Students will develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

This Module is designed to give students additional practice, build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 5: Module 3 Athlete Leaders of Social Change.

This Module is designed to give students additional practice, build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 3: Module 4 Water Around the World. Students will read One Well: The Story of Water on Earth by Rochelle Strauss, Water Dance by Thomas Locker, and The Boy Who Harnessed the Wind by William Kamkwamba and Brayan Mealer

In this unit, students are introduced to and work with words with the spelling pattern “-ate” pronounced with the schwa sound or with a long vowel /ā/. In addition, students are introduced to and work with contractions with “are” (examples: “they’re,” “you’re”). Students are also introduced to and work with compound words. Finally, students are introduced to and work with the following ending sounds and their spellings: /kul/ spelled “-cle” and “-cal”, /us/ spelled “-ous” and “-us” . Finally, students will be introduced to and work with the apostrophe to show possession.

In this unit, students will work with the “-y” generalization for plural endings. (cherries, families, monkeys, turkeys, flies) Students will be introduced to schwa words spelled with “a”, “e”, and “o”. students will work with prefixes “-dis” and “-de” (examples: “disagree,” “dislike,” “deconstruct”) and as well as the prefixes “im-” and “in-” (examples: “incomplete," “invisible”).