Course Repository

In this unit, Students engage in deep word analysis, learning spelling rules to help them generalize spelling patterns for vowel teams and affixes, while also learning that there are many words in English for which no rules apply (example: words like “turn,” “her,” and “bird,” which all have the /er/ sound but are all spelled with different vowels). Students will work with spelling patterns such as “oi,” “oy,” “ou,” and “ow” to decoding and encoding words. Students work with and understand contractions using “am,” “is,” “not,” “would” and “have.” Students continue to decode and encode words with common prefixes (“re-,” “un-,” “pre-”) and suffixes (“-ed,” “-ing,” “-er”). Students will be introduced to words with and should be able to decode words containing word endings such as “-tion” and “-sion.” Lastly, students continue to work on and reflect on their growing ability to fluently read second-grade texts.

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 trees as they create, explore, engineer, and imagine. In the Create Lab, students will create paper collages of plants to demonstrate their growing skills as artists and scientists. In the Explore Lab, students will use a variety of tools and a checklist for a class garden to study classroom plants and what they need to grow and be healthy. Specifically, students will observe and gather data on plant parts, water use, and growth. In the Engineering Lab, students will create a storyboard to show the life cycle of a plant In the Imagine Lab, students will use movement to represent plants, animals, and the interaction between the two. Students will use their imagination and work to create masks, build sets, dress up, and pretend to be the living things.

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 providing for pollinators as they create, imagine, engineer and research. The Create Lab has two parts. In part 1 of the Create Lab, students will create marionette puppets for flying pollinator characters based on the fables they write in the Imagine Lab. In part 2 of the Create Lab, students will create background settings, where they can act out their fables. In the Imagine Lab, students will write a fable with a familiar pollinator as the main character. Students will analyze a model fable to determine criteria for their writing. Students will present their fables using the puppets they created in the Create Lab. In the Engineering Lab, students will learn about the important pollinator plants in their region. Students will design an ideal pollinator garden for their classroom or school.

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 tools and work as they create, engineer, explore, and imagine. In the Create Lab, students create tool drawings that become more realistic as they learn how to use artistic skills and concepts such as shape, lines, texture, and size. In the Engineering Lab, students will use a variety of classroom tools and materials to design and create a magnificent thing that fills a need or want. In the Explore Lab, students will engage in a variety of activities to explore how different tools are used. The Explore Lab culminates in a design challenge in which students will select the best tool for the job. In the Imagine Lab, students will create a world of play as they explore the different materials available in the Imagine Lab.

In this unit, students will work with word endings and suffixes that sound the same but are spelled differently (examples: “-ck” vs. “k” and “-ible” vs. “-able”), as well as work with homophones. Students are introduced to the last of the six syllable types: consonant-le (C-le) (examples: “handle,” “giggle,” “waddle”). A new suffix, “-ly,” is introduced, along with the two-syllable suffixes “-ible” and “-able.”

In this unit, students will review spelling patterns, skills, and knowledge from Grade 1 improving fluency by working on rate, phrasing, and expression while reading. Students review spelling patterns and syllable types taught in Grade 1. Students analyze, decode (read), and encode (spell) one- and two-syllable words containing long vowel spelling patterns such as “ai,” “ie,” and “igh,” and with inflectional endings “-s,” “-ed,” “-es,” and “-ing.” Students also learn and review both regular and irregularly spelled high-frequency words. In addition,students are introduced to text cues, such as punctuation and text type, and other elements of oral fluency. New practices introduced in this module include: Snap or Trap (focusing on high-frequency words), Words Rule (introducing or reviewing spelling sound patterns and generalizations), Fluency, Word Workout (review of various skills), and Dictation (only on cycle assessment days). Students who are familiar with the Grade 1 Skills curriculum will continue to engage in updated versions of "Syllable Sleuth," "Setting Purpose: From Engagement Text to Decodables," "Interactive Writing,"

In this unit, students continue to focus on vowel spelling patterns. Students work with r-controlled vowels, followed by vowel teams and patterns in which the first vowel says its name, such as “ai” and “ea.” Students gain knowledge of alternative spelling patterns for long vowel sounds (such as “igh” for long “i”). In preparation for Grade 2 work, a new instructional practice is introduced in this module: Fluency. Students will learn how to monitor their oral reading, paying attention to reading smoothly, with expression, with meaning, and not too fast or too slow.

In this unit, students shift to decoding two-syllable words. Students are introduced to new syllable types—first, closed syllable (VCCV), then open-syllable beginning with CV, and finally CVCe words with a long vowel sound in the middle and a silent “e” at the end. Students are slowly introduced to two-syllable words of a specific syllable type and, finally, pairing taught syllable types in two-syllable words. Students will learn how to identify vowels and vowel sounds in words and use that knowledge to divide words into two syllables.

In this unit, students are introduced to the idea that every syllable has a vowel and asked to identify the two, three and four phoneme words they have been working on as closed syllables. They learn how to break a word into two syllables (CV/VC) to decode efficiently (examples: “magnet” and “picnic”). Students continue to work with two-syllable words (VC/CV), including compound words, to solidify students’ understanding of syllables. Students are introduced to long vowel sounds via the spelling pattern of an open syllable.

In this unit, students will continue to focus on single-syllable words with two and three phonemes. Students will learn to read and write closed syllable words with digraphs "wh" and "ck" at the beginning and end of a word. Students will be introduced to the "Floss" rule. Students will be introduced to consonant clusters / blends. This unit covers the following site words: “who", “when", “where", “why", “what", and “gives”, “all", “could", “said", “then”, “by" “there”, “some" and “think”.

In this unit, students will focus on decoding (reading) and encoding (spelling) one-syllable words with two or three phonemes (sounds). Students will read unchanging base words with suffixes (endings), including possessive (“-’s”), plural nouns (“-s”), and action words (“-s”) Students will decode and encode words with initial consonant clusters that include “s,” “r,” and “l” (example: “slip”) and read plural nouns with “-es”.

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 2 Researching to Build Knowledge and Teach Others, Biodiversity in the Rainforest

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 birds as they create, engineer, explore, and imagine. In the Create Lab, students will use a variety of materials and skills to create a realistic three-dimensional sculpture of a bird. In the Engineering Lab, students will use their knowledge of the function of bird body parts, specifically feathers, beaks, and feet, to design solutions to human problems. In the Explore Lab, students will learn more about bird bones and beaks as they try out a series of challenges using materials that simulate these specific parts of birds. In the Imagine Lab, students will learn more about birds through a study of poetry. Specifically, they will practice reading poetry fluently and use movement to represent what they learn about birds and their body parts.

In this unit, students will answer the essential question “What happens when waves interact with matter?”. The unit focuses on sound and light. Students will investigate, make observations, create questions and state claims supported by evidence about sound and light.

In this unit, students will be exploring the world of physical and chemical changes in chemistry. Students will develop a model to describe that matter is made of particles too small to be seen. Students will measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. Students will make observations and measurements to identify materials based on their properties. Students will Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

In this unit, students will answer the essential question “How can we make good choices based on what we know about the weather?”. Students will develop an understanding of how the Sun warms the Earth. Students will be able to make predictions about the weather based on observation. Students will use observations about local weather conditions to describe weather patterns over time. Students will investigate the purpose of weather forecasting to prepare for, and respond to, severe weather.

In this unit, students will answer the essential question “How can pushes and pulls cause objects to move?”. Students will explore the concepts of push and pull using phenomena or something that is new to them. Students will investigate how pushes and pulls impact the speed and direction of an object.

In this unit, students discover what is needed by both plants and animals in order for them to survive. Students will investigate plant growth and consider what is needed for animals to stay alive through thought experiments as they think about different animals in different environments/ecosystems. The unit concludes with students applying what they learned into a model for helping animals through an engineering challenge.

In this unit, students will answer the essential question “How do forces change the motion of objects?”. Students will be able to define what force is. Students will demonstrate their understanding of balanced and unbalanced forces. Students will make observations about force to identify patterns in motion and predict future motion. Students will be able to determine when a force is being applied to an object, even when applied over a distance (ie. magnetism/gravity).

In this unit, students will focus on the concept that everything is made of smaller things that we can describe and change. The Grade 2 Matter and Its Interaction modules are designed to address Science outcomes during a 30-minute Science block. A curriculum map and each unit overview provide specifics relating to learning goals.

In this unit, students answer the compelling question “Why is it important to know how to save or invest money for future needs?” Students will examine the value of money; explain the connection between labor and income; and learn how to be responsible with money.

The ILC Middle School Financial Literacy - Semester 1 course utilizes content from Next Gen Personal Finance, as well as original developer content.

This course introduces students to the fundamental building blocks of Spanish in listening comprehension, speaking, reading, and writing.

This course introduces students to the fundamental building blocks of Spanish in listening comprehension, speaking, reading, and writing.

The ILC ELA 8 - Full Year materials utilize modules from EngageNY via UnboundEd with enhancements for students to access the curriculum in a digital setting. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation.