The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

Work Times A and C and the Closing all contain repeated routines from Lessons 2-3. Refer to those lessons for more detail as necessary. Note: Pages 6-7 of One Well--and future pages of this text--mention percentages. Before reading these pages, consider explaining what percentages are so when students encounter these references in the book, they are more meaningful.
In Work Time B, students participate in a Language Dive that guides them through the meaning of a sentence from One Well. The focus of this Language Dive is the function of pronouns (L.3.1a). Students then apply their understanding of the meaning and structure of this sentence when determining the main idea of the text and when determining the function of pronouns in One Well and during the Mid-Unit 1 Assessment. Refer to the Tools page for additional information regarding a consistent Language Dive routine.
In this lesson, students focus on working to become effective learners with a characteristic of their choice.
Students practice their fluency by following along and reading silently as the teacher reads aloud One Well in Work Time C.

Students are introduced to the module guiding questions, which include how the world's freshwater is threatened, in Work Time B. Be aware that some may connect with this topic personally and deeply. Monitor students and determine whether there are any issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, independently, or with families. Students' feelings may be personal, and they are not required to share them.
In Work Time A, students participate in the Infer the Topic protocol to familiarize themselves with the module topic using resources from the texts they will be reading throughout the module (RI.3.1, W.3.8, SL.3.1). They continue to build on the foundations of inferring the topic as they are introduced to the performance task and the module guiding questions in Work Time B.
In Work Time C, students hear a read-aloud of Water Dance and determine the meaning of unfamiliar vocabulary (RL.3.4, L.3.4). This text is meant to engage students in the topic with poetry and illustrations and to allow practice determining the central message (RL.3.2).
Students begin a class KWEL chart in the Closing. The process of adding to the chart will be repeated in later lessons. Pay careful attention to the routine in this lesson to apply it in subsequent lessons.
In this lesson, students focus on working to become effective learners as they concentrate on a characteristic of their choice.

Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons

In this lesson, the students will investigate what types of plants and insects they could eat to survive in the Amazon. They will research various plants and/or insects and identify characteristics that make them edible or useful for the trip. The students will create posters and present their findings to the class.

Students will learn how to evaluate a website while using a HyperDoc in a group task. Hyperdocs are interactive digital documents that may easily be edited by a teacher.

There are currently three million Indigenous people, from more than five hundred federally recognized Indigenous nations, living in the United States. Since 1492 and the arrival of the first European explorers, Indigenous people's land has been violently seized, leading to a devastating decline in population and the striping away of key aspects of Indigenous culture. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has a few focuses. The first focus is on providing students with an overarching understanding of Indigenous people and their history, using the book The People Shall Continue as a guide. After reading the text, students will participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students will research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on key Indigenous figures and emphasize the idea that Indigenous people have been and always will be an important part of our country.

This project is meant to be a flexible way for students to research Michigan with student choice and voice. Feel free to modify it to suit your students' needs.

What do you think makes Michigan special? You might be thinking that Michigan is special because it is your home. Maybe it is special because the people you care about live in Michigan. These are wonderful reasons. This resource will help you learn about many other ways that Michigan is special.

In the first chapter you learned about geography, one of the important areas of social studies. You explored the geography of Michigan and its many special natural characteristics. What do people do with the natural characteristics of Michigan? They put them to use! They plant crops in the soil. They use wood from trees to build houses. What do they do with water??? Lots and lots of things! There is a special name for things in nature that people find useful: natural resources. In this section you will learn how natural resources are important in another area of social studies: economics.

You have learned that there are different areas of social studies. You have learned about geography. You have also learned about economics. In this chapter you will learn about civics. You will discover that civics is the study of government. It is also the study of the role people play in government. But, wait! What is government?

You have learned that there are different areas of social studies. You have learned about geography. You have also learned about economics. In this chapter you will learn about history. You will discover that history is what happened in the past.

Students will learn how to use information presented in various types of non-fiction reading material to develop the strategies and skills necessary for comprehending them.  The 10 lessons will include the following non-fiction text features: table of contents, index, glossary, headings and sub-headings,  types of print (bold, italics), maps, labels and captions, diagrams and cutaways, graphs and charts, and sidebar and hyperlinks.  This will prepare them to navigate the many expository texts they will encounter in life including newspapers, brochures, magazines, instruction manuals, maps, etc.

Introduce Book and Preview Technical Vocabulary:
This book is written as a poem. At the end of the poem there is a lot of information written about water. The book was written by Barbara Shaw McKinney and illustrated by Michael Maydak.
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes
This “crossover” book is an unusual combination of poetry and content. It will allow you to address multiple standards.
The last 4 pages are nonfiction with a lexile of 820 (grades 4-5). This material is likely to beyond the reach of third graders and is not included in the lesson plans.

Introduce Book and Preview Technical Vocabulary
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes:
Be prepared to refer to a globe or world map.
Though this book is nonfiction, there are few technical terms, so the focus is on Tier 2 words.

Introduce Book and Preview Technical Vocabulary
This book is called Maps and Globes. It was written by Jack Knowlton and illustrated by Harriett Barton.
The difference between a map and a globe.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Introduce Book and Preview Technical Vocabulary: This book is about a famous singer from Philadelphia, Pennsylvania (Marian Anderson) by Pam Muñoz Ryan.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
There are many YouTube examples of Marian Anderson singing. Find one to play while projecting the lyrics on pages 19-20.
The three pages at the end of the book are not included in this plan, but they contain valuable information you may wish to share.
A map of Europe would be useful on Day 4 to point out the places mentioned.

In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.

The K-5 Text Analyses includes an analysis of every central text used in the EL Education Language Arts Curriculum, focusing on four specific qualitative aspects of complexity: meaning, structure, language features, and knowledge demands. This document includes text analyses for grade 5.