Compare and contrast Parvana’s, Nooria’s, and Mother’s responses to Parvana dressing as a boy and how their responses help to build a deeper understanding of character.

Explain why Shauzia says that some people wouldn’t mind being dug up and if that makes their actions justifiable.

Through studying Beatrix Potter's stories and illustrations from the early 1900s and learning about her childhood in Victorian England, students can compare/contrast these with their own world to understand why Potter wrote such simple stories and why she wrote about animals rather than people.

In this lesson, students use the Bee Bots to move throughout their space. If Bee Bots are inaccessible, the lesson can be adapted by using the online coding platform.

Noh, the oldest surviving Japanese dramatic form, combines elements of dance, drama, music, and poetry into a highly stylized, aesthetic retelling of a well-known story from Japanese literature, such as The Tale of Genji or The Tale of the Heike. This lesson provides an introduction to the elements of Noh plays and to the text of two plays, and provides opportunities for students to compare the conventions of the Noh play with other dramatic forms with which they may already be familiar, such as the ancient Greek dramas of Sophocles. By reading classic examples of Noh plays, such as Atsumori, students will learn to identify the structure, characters, style, and stories typical to this form of drama. Students will expand their grasp of these conventions by using them to write the introduction to a Noh play of their own.

Beyond Penguins and Polar Bears is an online professional development magazine which focuses on preparing elementary teachers to teach polar science concepts while also integrating inquiry-based science and literacy instruction. The project draws on research showing that an integrated approach can improve student achievement in science, as well as in reading comprehension and oral and written discourse abilities. Ultimately, the project seeks to bring the polar regions “closer to home” for elementary teachers and their students.

Biblionasium is a digital sharing platform, also known as the ¨Goodreads for Kids¨. It provides a safe social network where students can review, recommend, and rate books.

Students are introduced to the circulatory system, the heart, and blood flow in the human body. Through guided pre-reading, during-reading and post-reading activities, students learn about the circulatory system's parts, functions and disorders, as well as engineering medical solutions. By cultivating literacy practices as presented in this lesson, students can improve their scientific and technological literacy.

BrainVentures are engaging & interactive, digital, enrichment activities meant to supplement your standard aligned curriculum. They can be used as indepent or collaborative practice as well as remotely or on campus.
Additional Standards: MDE SEL 3A-B, 4A-B Social Awareness 3A. Demonstrate awareness of other people’s emotions and perspectives 3B. Demonstrate consideration for others and a desire to positively contribute to the school and community. Relationship Skills 4A. Use positive communication and social skills to
interact effectively with others
4B. Develop and maintain positive relationships

Students learn about how crayons are made as they read, listen, write, & create.

BrainVentures are engaging & interactive, digital, enrichment activities meant to supplement your standard aligned curriculum. They can be used as indepent or collaborative practice as well as remotely or on campus.

While many study skills, composition and reading skills texts separate these activities into discrete skills to be learned separately, this books recognizes that these skills are interconnected. A student who struggles with the reading will have a hard time writing about it or discussing it. A student who has inadequate strategies for listening to lectures will struggle to see the connections between the lecture and the reading. Therefore, this book moves away from the “skills and drills” texts that are so common in reading and writing textbooks. Instead, this book features process and provides opportunities for students (and instructors) to think about the best ways to approach academic tasks. For example, a “skills and drills” oriented book might teach students how to take Cornell Notes and use graphic organizers, but it does not provide any information for students that would allow them to decide when it would be best to choose one note taking method over the other. This book’s main focus is helping students develop that sort of judgement.

This lesson serves as a bridge between Unit 1 and Unit 2. Students work with texts and images leading to the idea that we must act now to protect our water supply. In the Opening, students activate their background knowledge around issues related to water by discussing a quote using the Say Something protocol (SL.3.1). They then read a new page from One Well for the gist and think about why we need to conserve water (RI.3.4, L.3.4). Students build on this understanding through the Poster Walk protocol in Work Time B, discussing the challenges related to clean water represented in the images on the posters (RI.3.1, SL.3.1). Finally, they connect their thinking to the module guiding questions and are introduced to the writing prompt that they will work toward throughout the unit.
Students practice their fluency by following along and reading silently as the teacher reads One Well aloud during Work Time A.
In this lesson, students focus on working to become effective learners by collaborating as they work in groups to discuss the images on the Poster Walk posters.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to water. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Nurturing an inquiry-rich classroom environment begins with asking questions and cultivating curiosity. This lesson invites students to ask questions about tools as they engage in a whole class challenge about tools. Students are encouraged to engage with their peers as they orally rehearse asking questions.
Students continue to build their knowledge about tools. Throughout the module, to support a volume of reading on this topic, see the Recommended Texts and Other Resources list. Ensure that students have a variety of informational and narratives texts on this topic (at a variety of reading levels) available during independent reading in the K-2 Reading Foundations Skills Block.
The cold call participation strategy is introduced in Work Time A. This is a total participation technique in which students are randomly called on by the teacher. A kind, supportive, and caring environment in which students are open to taking risks supports the success of this strategy.
During Work Time B, students closely observe and then draw tools. Teaching students to look closely is a strong scaffold for the close reading that students will do later. When modeling the drawing portion of Work Time B, help students notice the shapes in the object and then the angles in the lines of the object. Consider using a pencil with an eraser, because some lines may need to be erased.
In Work Time C, students hear A Chef's Tools read aloud. Primary learners need to hear a large number of texts read aloud in order to build their word and world knowledge. Display the text when reading aloud. And when doing a first read-aloud, read fluently with expression and without interruption. For additional information, refer to the Module Overview.

This lesson launches students into a new topic of study: fossils. During the Opening and Work Time A, students are presented with clues about the topic and make guesses about what it could be. Nurturing an inquiry-rich classroom environment begins with asking questions and cultivating curiosity. Students make observations and ask questions, which supports them in constructing a schema for fossils. (RI.2.1, SL.2.2)
During Work Time A, students participate in the Picture Tea Party protocol. Consider how familiar they are with this protocol and reallocate class time spent introducing it as necessary.
During the Closing, students are presented with one of the Unit 1 guiding questions: "What do paleontologists do?" This question will be explored in the unit through both narrative nonfiction and informational texts about paleontologists.
To allow for a volume of reading on the topic of fossils for this module, see the K-5 Recommended Text List. Ensure that a variety of informational and narratives texts below, on, and above grade level for this topic are available during independent reading in the K-2 Labs and K-2 Reading Foundations Skills Block.

In the EL Education model, teachers in all subjects and grade levels teach reading so that students build knowledge of the world and make sense of content by reading, thinking, talking, and writing about compelling topics. Teachers also provide many opportunities for students to read for joy, to satisfy innate curiosity, to revel in the pleasure of creative language, and to be transformed by interaction with other readers and writers.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.

Opening A: I can review what I have learned about letters and sounds. (RF.K.2, RF.K.3)
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.
Opening B: I can review what I have learned about syllables, rhyme, and vowels. (RF.K.2, RF.K.3)
I can listen to a list of words and identify which one does not rhyme.
I can count the syllables in a spoken word.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /r/, /a/, /t/, /n/, /i/, /b/, /o/, /u/, /t/, /e/, and /p/.
When given a spoken single-syllable word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").