In this unit, students explore different systems used to represent information in a computer and the challenges and trade-offs posed by using them. They will also learn how collections of data are used to solve problems and how computers help to automate the steps of this process. Learning in this unit will allow students to:Understand the role of data and data representation in solving information problems. Explain the necessary components of any data representation scheme, as well as the particulars of binary and the common ways that various types of simple and complex data are represented in binary code. Design and implement a data-based solution to a given problem and determine how the different aspects of the problem-solving process could be automated.Data and Society

In this unit, students explore different systems used to represent information in a computer and the challenges and trade-offs posed by using them. They will also learn how collections of data are used to solve problems and how computers help to automate the steps of this process. Learning in this unit will allow students to:Understand the role of data and data representation in solving information problems. Explain the necessary components of any data representation scheme, as well as the particulars of binary and the common ways that various types of simple and complex data are represented in binary code. Design and implement a data-based solution to a given problem and determine how the different aspects of the problem-solving process could be automated.Data and Society

In this unit, students learn fundamental programming constructs and practices in the JavaScript programming language while developing animations and games. Learning in this unit will allow students to:Create an interactive animation or game that includes basic programming concepts such as control structures, variables, user input, and randomness. Work with others to break down programming projects using sprites and functions.Give and respond constructively to peer feedback, and work with their teammates to complete a project. View themselves as a computer programmer and see programming as a fun and creative form of expression.Interactive Animations and Games

In this unit, students learn fundamental programming constructs and practices in the JavaScript programming language while developing animations and games. Learning in this unit will allow students to:Create an interactive animation or game that includes basic programming concepts such as control structures, variables, user input, and randomness. Work with others to break down programming projects using sprites and functions.Give and respond constructively to peer feedback, and work with their teammates to complete a project. View themselves as a computer programmer and see programming as a fun and creative form of expression.Interactive Animations and Games

In this unit, students learn about the problem-solving process, the input-output-store-process model of a computer, and how computers help humans solve problems. Learning in this unit will allow students to:Identify the defined characteristics of a computer and how it is used to solve information problems. Use a structured problem-solving process to address problems and design solutions that use computing technology. Create a collaborative classroom environment where students view computer science as relevant, fun, and empowering. Problem Solving and Computing

In this unit, students learn about the problem-solving process, the input-output-store-process model of a computer, and how computers help humans solve problems. Learning in this unit will allow students to:Identify the defined characteristics of a computer and how it is used to solve information problems.Use a structured problem-solving process to address problems and design solutions that use computing technology.Create a collaborative classroom environment where students view computer science as relevant, fun, and empowering. Problem Solving and Computing

In this unit, students apply the problem-solving process to the problems of others, learning to empathize with the needs of a user and design solutions to address those needs. Learning in this unit will allow students to:See the design process as a form of problem solving that prioritizes the needs of a user. Identify user needs and assess how well different designs address them. Develop paper and digital prototypes, gather and respond to feedback about a prototype, and consider ways different user interfaces do or do not affect the usability of their apps. Understand other roles in software development, such as product management, marketing, design, and testing, and how to use what they have learned about computer science as a tool for social impact.The Design Process

In this unit, students apply the problem-solving process to the problems of others, learning to empathize with the needs of a user and design solutions to address those needs. Learning in this unit will allow students to:See the design process as a form of problem solving that prioritizes the needs of a user. Identify user needs and assess how well different designs address them. Develop paper and digital prototypes, gather and respond to feedback about a prototype, and consider ways different user interfaces do or do not affect the usability of their apps. Understand other roles in software development, such as product management, marketing, design, and testing, and how to use what they have learned about computer science as a tool for social impact.The Design Process

In this unit, students learn to create websites using HTML and CSS and consider questions of privacy and ownership on the internet. Learning in this unit will allow students to:Create digital artifacts that use multiple computer languages to control the structure and style of their content.Create a website as a form of personal expression.Use different programming languages to solve different problems.Examine their role and responsibilities as both creators and consumers of digital media.Web Development

In this unit, students learn to create websites using HTML and CSS and consider questions of privacy and ownership on the internet. Learning in this unit will allow students to:Create digital artifacts that use multiple computer languages to control the structure and style of their content.Create a website as a form of personal expression.Use different programming languages to solve different problems.Examine their role and responsibilities as both creators and consumers of digital media.Web Development

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit will introduce students, who are learning about their environment, to building a community of learners, and the rules and routines of a community. Students will become a community of readers through read-aloud and interactive reading of various topics and genres. They will become a community of writers through shared and interactive writing and independent drawing. Unit Duration:20 days (0 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit is designed for students to understand and explore the specific features of fiction. Students will learn that some texts tell stories (fiction), and some texts give information (nonfiction). They will engage in shared reading and interactive read-alouds that help them learn about characters, settings, and major events and explore how the illustrations represent or enhance the text. Words with multiple meanings will be included. Students will express their opinions about the stories through drawing and dictating/writing.Unit Duration: 25 days (20 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day

Unit Overview/Summary:The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:Students will explore nonfiction texts and draw/dictate/write their own simple informative/explanatory texts. During interactive read-alouds or shared reading, the students will practice asking and answering questions, comparing/contrasting text, and illustrations, and discussing key details and the categories to which they belong. In guided or independent reading, the students can read emergent-level nonfiction books. For writing, they can draw and write about an informational topic and include some details. Unit Duration: 20 days (15 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

Unit Overview/Summary The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit will introduce students, who are learning about their environment, to building a community of learners, and the rules and routines of a community. Students will become a community of readers through read-aloud and interactive reading of various topics and genres. They will become a community of writers through shared and interactive writing and independent drawing. Unit Duration:20 days (0 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:Students will explore a book and all its parts and uses. In addition to developing their concepts about print, they will begin to identify the names and jobs of the author and illustrator, the covers and title page, and different types of books (e.g., stories, poems, informational). They will continue to develop their discussion skills, phonological awareness, and letter/sound knowledge. In writing, they will draw and dictate/write stories, or develop their writing using information from their own lives. Unit Duration:10 days (8 instructional days and 2 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

Unit Overview/Summary The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:Students will explore a book and all its parts and uses. In addition to developing their concepts about print, they will begin to identify the names and jobs of the author and illustrator, the covers and title page, and different types of books (e.g., stories, poems, informational). They will continue to develop their discussion skills, phonological awareness, and letter/sound knowledge. In writing, they will draw and dictate/write stories, or develop their writing using information from their own lives. Unit Duration:10 days (8 instructional days and 2 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit returns to fiction and focuses on using the story elements learned in Unit 3 (Understanding Narrative Texts and Sharing an Opinion) to begin retelling stories. The students continue to develop their vocabulary, phonological awareness, and letter/sound knowledge while reading. In writing, they begin to draw and dictate/write narratives. Unit Duration:30 days (25 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day  

Unit Overview/Summary The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit returns to fiction and focuses on using the story elements learned in Unit 3 (Understanding Narrative Texts and Sharing an Opinion) to begin retelling stories. The students continue to develop their vocabulary, phonological awareness, and letter/sound knowledge while reading. In writing, they begin to draw and dictate/write narratives. Unit Duration:30 days (25 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day  

Unit Overview/Summary The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit is designed for students to understand and explore the specific features of fiction. Students will learn that some texts tell stories (fiction), and some texts give information (nonfiction). They will engage in shared reading and interactive read-alouds that help them learn about characters, settings, and major events, and explore how the illustrations represent or enhance the text. Words with multiple meanings will be included. Students will express their opinions about the stories through drawing and dictating/writing. Unit Duration:25 days (20 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

Unit Overview/Summary - FOCUS:The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:The focus of this unit is comparing and contrasting fictional stories. During the unit, students will be exposed to multiple stories to compare and contrast the experiences and adventures of the characters. Students will have opportunities to practice retelling the stories (to build on Unit 5, Ready to Retell, and Using Words to Inform), then tell how the events are the same and different. Students will also be prompted to think deeply about the texts, making connections to their own lives. After reading, students can write their opinions about events from the stories that they prefer. Additional time will be spent on learning new vocabulary by acting out nuances between select verbs and adjectives.  Unit Duration: 20 days (15 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day