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: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 

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 focuses on exploring the main topics in nonfiction and key ideas related to that topic. The students will read informational texts, ask, and answer questions, and explore vocabulary (including antonyms). They will write longer informational pieces of their own and engage in a shared research project.  Unit Duration:30 days (25 instructional days and 5 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 focuses on exploring the main topics in nonfiction and key ideas related to that topic. The students will read informational texts, ask, and answer questions, and explore vocabulary (including antonyms). They will write longer informational pieces of their own and engage in a shared research project.  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: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/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 nonfiction, research topics, and determining similarities and differences between texts. Students will explore how an author supports their reasons and ideas and how familiar vocabulary words can have multiple, content-related meanings. Students will write their informational pieces, and the class will work together to research a topic using focus questions and multiple resources to publish their group research project digitally. Unit Duration:  20 days (15 instructional days and 5 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 nonfiction, research topics, and determining similarities and differences between texts. Students will explore how an author supports their reasons and ideas and how familiar vocabulary words can have multiple, content-related meanings. Students will write their informational pieces, and the class will work together to research a topic using focus questions and multiple resources to publish their group research project digitally. Unit Duration:  20 days (15 instructional days and 5 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 focuses on revisiting work and deepening understanding initiated in previous units that touched upon genre distinctions and elements of fiction. This unit will allow students the opportunity to focus closely on characters, and how their adventures and experiences shape readers’ understanding and interpretation of an author’s message. Students will practice analysis and evaluation as they compare and contrast characters and the experiences of characters in and across texts. Students will then apply their in-depth knowledge of a character they have read about, through writing, as they generate an opinion essay. This unit allows continued practice and development of automatic decoding and encoding of two-syllable words with more complex spelling patterns (final -e and common vowel teams). Unit Duration:  30 days (25 instructional days and 5 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 focuses on revisiting work and deepening understanding initiated in previous units that touched upon genre distinctions and elements of fiction. This unit will allow students the opportunity to focus closely on characters, and how their adventures and experiences shape readers’ understanding and interpretation of an author’s message. Students will practice analysis and evaluation as they compare and contrast characters and the experiences of characters in and across texts. Students will then apply their in-depth knowledge of a character they have read about, through writing, as they generate an opinion essay. This unit allows continued practice and development of automatic decoding and encoding of two-syllable words with more complex spelling patterns (final -e and common vowel teams). Unit Duration:  30 days (25 instructional days and 5 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 focuses on building a classroom community of readers and writers and developing a deep understanding of methods of communication through speaking, listening, reading, and writing. The classroom community formed throughout this unit will offer a system of support and application of learning as students speak, listen, read, and write to and with each other throughout the school year. In addition, this unit will set the stage for foundational skill development. Students will solidify phonological awareness skills and develop an understanding of the relationship between letters, sounds, and words. 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 focuses on building a classroom community of readers and writers and developing a deep understanding of methods of communication through speaking, listening, reading, and writing. The classroom community formed throughout this unit will offer a system of support and application of learning as students speak, listen, read, and write to and with each other throughout the school year. In addition, this unit will set the stage for foundational skill development. Students will solidify phonological awareness skills and develop an understanding of the relationship between letters, sounds, and words. 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 focuses on the continued exploration of reading and writing for different purposes and the understanding that texts are organized according to purpose. This unit focuses specifically on building (1) an understanding of the elements of fiction and (2) students’ ability to retell stories accurately through both identification of the central message/theme and use of key details. Students will experience active opportunities to practice speaking and writing about reading through an interwoven genre study. This unit continues to develop foundational and language skill competencies as students implement automatic and accurate word recognition strategies, learn how to confirm successes or correct mistakes, and transfer knowledge for fluent reading and writing grade-level material. 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 focuses on the continued exploration of reading and writing for different purposes and the understanding that texts are organized according to purpose. This unit focuses specifically on building (1) an understanding of the elements of fiction and (2) students’ ability to retell stories accurately through both identification of the central message/theme and use of key details. Students will experience active opportunities to practice speaking and writing about reading through an interwoven genre study. This unit continues to develop foundational and language skill competencies as students implement automatic and accurate word recognition strategies, learn how to confirm successes or correct mistakes, and transfer knowledge for fluent reading and writing grade-level material. Unit Duration: 20 days (15 instructional days and 5 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 focuses on the exploration of reading and writing for different purposes and the understanding that texts are organized in different ways according to their purpose. This unit focuses specifically on building (1) an understanding of the features of informational text, and (2) students’ ability to identify the main topic and retell key details of informational texts. Through an integrated genre study, students will experience active opportunities to practice speaking about, listening to, reading, and writing informative and narrative nonfiction texts. This unit continues to develop foundational skills and language competencies, as students are expected to apply strategies for decoding and encoding one-syllable words in reading and writing.  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 focuses on the exploration of reading and writing for different purposes and the understanding that texts are organized in different ways according to their purpose. This unit focuses specifically on building (1) an understanding of the features of informational text, and (2) students’ ability to identify the main topic and retell key details of informational texts. Through an integrated genre study, students will experience active opportunities to practice speaking about, listening to, reading, and writing informative and narrative nonfiction texts. This unit continues to develop foundational skills and language competencies, as students are expected to apply strategies for decoding and encoding one-syllable words in reading and writing.  Unit Duration: 30 days (25 instructional days and 5 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 focuses on the exploration of how authors and illustrators tell stories and communicate ideas, thoughts, and feelings. Using authors as mentors, students will begin to use pictures and words to communicate their ideas, thoughts, and feelings. Students will apply and practice their learning within their community through asking and answering questions of each other while speaking, listening, reading, and writing. Students will continue to grow the foundational and language skills required to communicate effectively. Central to this work is repeated, distributed practice and application of common spellings of letters and letter combinations (vowels, consonants, consonant digraphs). Unit Duration: 20 days (15 instructional days and 5 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 focuses on the exploration of how authors and illustrators tell stories and communicate ideas, thoughts, and feelings. Using authors as mentors, students will begin to use pictures and words to communicate their ideas, thoughts, and feelings. Students will apply and practice their learning within their community through asking and answering questions of each other while speaking, listening, reading, and writing. Students will continue to grow the foundational and language skills required to communicate effectively. Central to this work is repeated, distributed practice and application of common spellings of letters and letter combinations (vowels, consonants, consonant digraphs). Unit Duration:20 days (15 instructional days and 5 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.   This unit focuses on nonfiction informational or explanatory texts in both reading and writing. This unit is meant to revisit work and deepen understandings initiated in previous units that touched upon genre distinctions and elements of nonfiction. This unit will allow students the opportunity to dissect the way key facts and information are communicated through text features, pictures, or other illustrations, as well as words in an explanatory text. Using informational or explanatory books as mentor texts, students will practice applying what they have learned to organize and communicate their thoughts and ideas in the creation of their informational texts. This unit continues to advance foundational and language skill development as students use syllable recognition to decode and encode two-syllable words with more complex spelling patterns (e.g., final -e and common vowel teams). Duration: 20 days (15 instructional days and 5 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 focuses on nonfiction informational or explanatory texts in both reading and writing. This unit is meant to revisit work and deepen understandings initiated in previous units that touched upon genre distinctions and elements of nonfiction. This unit will allow students the opportunity to dissect the way key facts and information are communicated through text features, pictures, or other illustrations, as well as words in an explanatory text. Using informational or explanatory books as mentor texts, students will practice applying what they have learned to organize and communicate their thoughts and ideas in the creation of their informational texts. This unit continues to advance foundational and language skill development as students use syllable recognition to decode and encode two-syllable words with more complex spelling patterns (e.g., final -e and common vowel teams). Unit Duration: 20 days (15 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day 

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 Unit Focus:This unit focuses on deep analysis of non-fiction texts as students compare texts and study the way an author’s craft shapes the way information is communicated. Through various author studies, students will discover the way an author informs an audience as they explore the intentional decisions made when creating informative texts. Using authors’ texts as mentor texts, students will have the opportunity to actively practice and make decisions as writers, about how their texts are developed to inform an audience. This unit offers the opportunity for the transfer of foundational reading skills learned throughout the year as students must apply their abilities to decode regularly spelled one-syllable and two-syllable words as well as recognize grade-appropriate irregularly spelled words to read informational texts fluently, and with purpose and understanding. Unit Duration:25 days (20 instructional days and 5 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 focuses on deep analysis of non-fiction texts as students compare texts and study the way an author’s craft shapes the way information is communicated. Through various author studies, students will discover the way an author informs an audience as they explore the intentional decisions made when creating informative texts. Using authors’ texts as mentor texts, students will have the opportunity to actively practice and make decisions as writers, about how their texts are developed to inform an audience. This unit offers the opportunity for the transfer of foundational reading skills learned throughout the year as students must apply their abilities to decode regularly spelled one-syllable and two-syllable words as well as recognize grade-appropriate irregularly spelled words to read informational texts fluently, and with purpose and understanding. Unit Duration:25 days (20 instructional days and 5 reteach/enrichment days); Based on 180 minutes to 240 minutes per day