The 3-5 Sample Schedules are sample schedules that outline advantages and considerations to give leaders ideas about how to incorporate EL Education's 3-5 Language Arts Curriculum (2 hours daily for Grades 3-5) into a school schedule. This document shows options for school days with 7, 6.5, and 6 hours of daily instruction.

Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool that creates slideshows that blend text and music.

This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 4 (roughly equivalent to grades 4.5 to 6 in the K-12 system). Every chapter includes a level-appropriate, high-interest reading of between 400 and 500 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 4 (roughly equivalent to grades 4.5 to 6 in the K-12 system). Every chapter includes a level-appropriate, high-interest reading of between 400 and 500 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 4. This level 4 reader, one of a series of six readers, is roughly equivalent to grades 4.5 to 6 in the K-12 system. New vocabulary are set in bold throughout each story, and then summarized and defined in a Glossary found in the appendix. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

Students in Grades 4-8 activate prior knowledge and research information about a historic event through fiction and nonfiction literature and exploration of relevant websites.

Book tasting can be adapted to any grade level. It is designed to promote interest in voracious reading by presenting attractive and interesting books that students may not have noticed on their own.

In this historical fiction unit, students learn about the Great Depression through the eyes of a ten-year-old African-American boy by reading the core text Bud, Not Buddy. In Bud, Not Buddy, students join Bud on his quest to find his father. In doing so, students are exposed to what life was like during the Great Depression, especially for African-Americans. Over the course of the novel, students will grapple with lying, and if lying is always bad or if it can sometimes be a good thing, as they witness Bud lying as a way to survive. Students will also analyze and explore the idea of maturity and what it means to act one’s age versus acting more mature as Bud finds himself in situations most ten-year-olds will never experience. The theme of compassion and kindness also arises over the course of the novel. Students will analyze how the compassionate actions of others help Bud on his journey, while deepening their understanding of why it’s always important to help others, even when times are tough. It is our hope that this unit, in conjunction with the rest of the fourth-grade sequence, will help students develop empathy and understanding for the experiences of others.

As readers, this unit serves as the culminating unit for the year. Therefore, the majority of the unit focuses on spiraling strategies. Students should be pushed daily to summarize key events, analyze characters and setting, and figure out the meaning of unknown words. Students should also be pushed to use the information they learn from the nonfiction text about the Great Depression to confirm and deepen their understanding of what life was like during the Great Depression.

Students provide details about a character who is missing a school assignment and use code to describe the character's actions, thoughts, and words.

Students program a conversation between two characters to explore the role of dialogue in storytelling.

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.

In this lesson, students complete the end of unit assessment, in which they complete two different tasks: having a group discussion about the threats to human rights in Chapters 4-6 of Esperanza Rising (RL.5.1, RI.5.1, W.5.9a, SL.5.1, SL.5.1a, SL.5.1b, SL.5.1c) and answering short response questions requiring students to quote accurately from the text and to examine how the structure of "Las Cebollas" contributes to the overall structure of the novel (RL.5.1, RL.5.1).
To hear all students discuss, create groups of five and provide 7 minutes for each group's discussion. When students are not involved in the discussions, they should complete Part II of the assessment independently.
After the end of unit assessment, students reflect on their learning using the Tracking Progress: Collaborative Discussion recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristics that students practice are respect, empathy, and compassion, as they participate in a text-based discussion, and integrity, as they work independently on assessments.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

The lesson begins with students reflecting on the guiding questions. This is not mandatory--students share their reflections only if they want to do so. It is important to be sensitive to students and families' feelings and experiences of human rights and to acknowledge that these feelings and experiences may differ greatly, from very positive to somewhat neutral to very negative.
In this lesson, students begin reading Esperanza Rising by Pam Munoz Ryan. They consider what happens in pages 1-3 of the novel and how those pages contribute to the overall structure of the story (RL.5.1, RL.5.5).
Beginning in this lesson and throughout the module, students are invited to translate the Spanish in Esperanza Rising into English. Consider inviting students to also share the translations in other home languages. These practices can encourage language development and help establish academic mindsets and equity.
In this lesson, students choose independent research reading books (RL.5.10, RI.5.10). See the Independent Reading: Sample Plans (see the Tools page) for ideas on how to launch independent reading in your classroom. If you have your own routines for launching independent reading, in this lesson students will choose a research reading book.
This is the second in a series of two lessons that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.
Total participation techniques are used for quick response questions. Some common total participation techniques include cold calling, selecting volunteers, and using equity sticks (a stick or card for each student in the class).
In this unit, the habit of character focus is on working to become ethical people. Throughout the rest of the unit, students will "collect" characteristics of ethical people on a Working to Become Ethical People anchor chart. The characteristic that students collect in this lesson is respect, because of the potentially diverse views of students in response to the guiding questions.
Throughout the module as students collect characteristics of each habit of character, examples of what each might look like and sound like are provided in the supporting materials; use these as a guide. Note that they are suggestions, and it is not necessary to include all of the examples on the anchor chart.
Beginning in this lesson and throughout much of Unit 1, students are asked to follow along silently as you read the text aloud or to read chorally as a class or with partners. This builds students' fluent reading skills. In this lesson, students follow along, reading silently in their heads as the teacher reads pages 1-3 of Esperanza Rising aloud during Work Time A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

The curriculum plan provides a high-level overview of the recommended sequencing and pacing of topics, writing texts, and required texts for each grade and shows the four modules per year for each grade level. This curriculum plan aligns to the 3-5 Language Arts Curriculum, Second Edition.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the ALL Block: the five components, how each component reinforces the work from the module lessons, how rotations work, what a day in the ALL Block looks like, and Frequently Asked Questions.

In the Common Core era, students are challenged to read complex texts to build content knowl-edge, literacy skills, and academic vocabulary. Each EL Education ELA module for Grades 3–5 includes one or more “central” texts—complex texts that students work with in class and for homework, with support from the teacher and peers. It is important that all students have ac-cess to, and support with, reading text at the appropriate level of complexity for their grade level.

The Independent Reading Sample Plans serve as a resource in launching and sustaining a strong independent reading program that emphasizes accountability in grades 3-5. It includes lesson sequences that vary in length. The sample plans accompany our Grades 3-5 Language Arts Curriculum, Second Edition.

This is the formal introduction to EL Education Language Arts Curriculum. It explains the structure of our program and lays out the principles behind our design. It includes our approach to addressing the Common Core ELA and literacy standards, and specifics about the key features of our comprehensive literacy curriculum (3 hours/day for K-2, 2 hours/day for Grades 3-5), as well as a description of the 3-5 Life Science Modules.

The K-5 Recommended Texts & Other Resources list contains books and other resources that have been selected by our experts to support research or read-alouds for each module.