Students solve one-step subtraction problems within 100
Students fluently add and subtract to 20 using mental strategies
Students solve addition story problems with sums to 100 involving lengths given in the same units
Students use strategies based on place value and the relationship between addition and subtraction to fluently add and subtract within 1,000

October

Unit 2: Introduction to Multiplication

Learning Targets

Students solve multiplication story problems with products to 100 involving equal groups and arrays
Students multiply using the commutative property
Students fluently multiply with products to 100 using strategies
Students identify patterns in basic multiplication facts and in the multiplication table

November/December

Unit 3: Multi-Digit Addition & Subtraction

Learning Targets

Students solve two-step story problems using addition, subtraction, multiplication, and division
Students write equations with a letter standing for the unknown quantity
Students round whole numbers to the nearest ten or the nearest hundred
Students estimate sums and differences to approximate solutions to problems

January

Unit 4: Measurement & Fractions

Learning Targets

Students solve two-step story problems using addition, subtraction, multiplication, and division
Students demonstrate understanding of a unit fraction 1/b
Students write a whole number as a fraction and recognize fractions that are equivalent to whole numbers
Student locate and place fractions on a number line
Students identify equivalent fractions by comparing their sizes or their locations on a number line
Students tell and write time to the nearest minute
Students estimate and measure liquid volume and mass in metric units

February

Unit 5: Multiplication, Division, & Area

Learning Targets

Students write story problems to describe situations to match a multiplication or division equation
Students solve for the unknown in a multiplication or division equation involving 3 whole numbers
Students fluently multiply and divide within 100
Students solve two-step story problems using multiplication and division
Students demonstrate an understanding that unit squares are used to measure the areas of plane figures
Students find the area of rectangles by multiplying the side lengths

March

Unit 6: Geometry

Learning Targets

Students find the perimeter of a polygon, given its side lengths
Students create rectangles with the same perimeter but different areas and solve related story problems
Students identify rhombuses, rectangles, and squares as quadrilaterals
Students group shapes in different categories according to shared attributes
Students partition shapes into equal areas and express the area of each part of a whole as a unit fraction of the whole

April

Unit 7: Extending Multiplication & Fractions

Learning Targets

Students multiply using the commutative, associative, and distributive properties
Students solve two-step story problems using addition, subtraction, multiplication, and division
Students assess the reasonableness of answers to story problems using mental computation, rounding, and other estimation strategies
Students multiply whole numbers by multiples of 10 from 10 to 90
Students locate fractions on a number line and identify equivalent fractions
Students use the area model for multiplication to illustrate the distributive property
Students express the area of each equal part of a whole as a unit fraction of the whole

May

Unit 8: Bridge Design & Construction: Data Collection & Analysis

Learning Targets

Students compare two fractions with the same numerator or denominator
Students measure time intervals in minutes and solve story problems involving minutes
Students generate measurement data by measuring lengths to the nearest half or fourth of an inch
Students find the area of a rectangle by multiplying the side lengths
Students identify and draw quadrilaterals as well as group shapes with shared attributes

Reading

Really Great Reading: Foundational Reading Skills-HD Word and Orbit

1st Quarter

Learning Targets

Oral Reading:
- I can read three one-minute passages accurately and fluently.
- I can read with at least 98% accuracy.
- I can improve the number of words I read correctly each minute.
- I can answer comprehension questions about what I read.
Phonics:
- I can read and spell one- to four-syllable words with chunks.
- I can read and spell two- to four-syllable words with consonant-le syllables.
- I can read and spell words with the Latin chunks -tion, -sion, -ture, -cial, -tial, -cious, and -tious.
- I can identify and use the hard and soft sounds of c and g in words.
- I can read and spell two- to four-syllable words with consonant suffixes and vowel suffixes.
- I can apply the 1-1-1 Doubling Rule in two- to four-syllable words.
- I can identify and apply the three sounds of -ed in one- to four-syllable words.
- I can read and spell two- to four-syllable words with prefixes.
- I can read and spell two- to four-syllable words with prefixes and suffixes.
- I can read and spell one- to four-syllable words with closed syllable exceptions.
Student Practice:
- I can sort words by spelling patterns and sounds.
- I can use detective work strategies to solve unfamiliar words.
- I can read phrases smoothly and accurately.
- I can read sentences fluently and with understanding.
- I can complete extension activities to strengthen my learning.
- I can read heart words quickly and automatically.

Module 1

Learning Targets

Phonics
- I can decode and encode multisyllabic closed syllable words with digraphs, trigraphs, blends, and compound words.
- I can decode and encode multisyllabic closed syllable words with schwa sounds.
- I can read heart words such as both, don’t, talk, walk, watch, today, together, toward, and only.
- I can decode and encode multisyllabic words with open syllables.
Morphology
- I can identify the base word in a larger word.
- I can identify affixes and explain how they change the meaning of words.
- I can distinguish between syllables and morphemes in compound and multisyllabic words.
- I can analyze word structure using prefixes, suffixes, and base words.
- I can read and define words with common prefixes (un-, dis-, in-, im-, pre-, re-) and suffixes (-ment, -ness, -y, -ful, -less, -ly) and explain their meanings in context.
Vocabulary & Language Instruction: Module Focus-Agriculture
- I can understand and use thematic agriculture vocabulary.
- I can use semantic reasoning to determine word meanings and relationships.
- I can identify sentence fragments and complete sentences.
- I can construct and manipulate sentences correctly.

Module 2

Learning Targets

Phonics
- I can decode and encode contractions and possessives.
- I can decode and encode multisyllabic words with vowel-consonant-e (VCe) syllables with and without schwa sounds.
- I can decode and encode words with soft c and soft g sounds.
- I can read and spell heart words such as almost, always, money, across, done, above, once, become, sometimes, and something.
Morphology
- I can apply spelling changes when adding suffixes to words.
- I can explore and explain the meanings of prefixes.
- I can decode and encode words with the prefixes con- and pro- and with suffixes.
- I can differentiate between a free base and a bound base.
- I can identify bound bases in complex words.
- I can explore the meaning of the Latin root port (“carry”).
Vocabulary & Language Instruction: Module Focus-Snacks Around the World
- I can understand and use thematic and morphological vocabulary related to snacks around the world.
- I can use semantic reasoning to determine word meanings and relationships.
- I can answer comprehension questions using evidence from the text.
- I can identify and use different sentence types correctly.
- I can collaborate with others to use and discuss new vocabulary.

3rd Quarter

Module 3
Module 4

Module 3

Learning Targets

Phonics Morphology
- I can decode and encode words with vowel suffixes such as -ing, -ed, -er, -est, -es, and -y.
- I can apply the Drop e, Change y to i, and 1-1-1 Doubling Rules when adding vowel suffixes.
- I can decode and encode homophone heart words such as passed/past, whole/hole, red/read, wood/would, and heard/herd.
- I can decode and encode multisyllabic words with r-controlled syllables.
- I can read and spell heart words such as every, sure, measure, and figure.
- I can explore and explain the meanings of the prefixes en-, em-, and ex-.
- I can define and apply the suffix -ic.
- I can explore the Greek combining form magos meaning “magic” or “power.”
- I can use context clues to determine the meanings of Greek combining forms and Latin roots in text.
- I can analyze how roots and combining forms contribute to word meaning and usage.
- I can explore the Latin roots vis and spect.
- I can explore the Greek combining form scope.
Vocabulary & Language Instruction: Module Focus-Folktales
- I can understand and use thematic and morphological vocabulary related to folktales.
- I can use semantic reasoning to determine word meanings and relationships.
- I can answer comprehension questions using evidence from the text.
- I can identify and explain figurative language in text.
- I can participate in interactive vocabulary activities and discussions.

Module 4

Learning Targets

Phonics
- I can decode and encode words with common and less common vowel team syllables.
- I can read and spell heart words such as head, mountains, against, friends, certain, laugh, through, enough, group, thought, and young.
- I can decode and encode words with diphthongs.
Morphology
- I can explore and explain the meanings of the prefixes trans-, inter-, and over-.
- I can define and apply the suffix -al.
- I can explore the Greek combining form bio (“life”) and the Latin roots aqua (“water”) and auto (“self”).
- I can identify and define high-utility prefixes, suffixes, and roots in a cumulative review.
- I can explore and explain the meanings of the prefixes sub-, super-, and sur-.
Vocabulary & Language Instruction: Module Focus-Nature & Well-Being
- I can develop and use vocabulary related to nature and well-being.
- I can use semantic reasoning and contextual clues to determine word meanings.
- I can answer comprehension questions and make inferences using evidence from the text.
- I can collaborate with others to use and discuss new vocabulary.
- I can identify analogies and explain word relationships.

4th Quarter

Module 5
Module 6

Module 5

Learning Targets

Phonics
- I can decode and encode multisyllabic words with consonant-le syllables.
- I can decode and encode homophone heart words such as piece/peace, hoarse/horse, mourning/morning, and seen/scene.
- I can decode and encode multisyllabic words with split vowel spellings (CV/VC).
- I can read and spell heart words such as usually, scientists, and material.
Morphology
- I can use my knowledge of combining forms and roots to infer word meanings in context.
- I can explore the Latin root struct (“build”) and the Greek combining form meter (“measure”).
- I can explore and apply the suffixes -able and -ible.
- I can explore the Greek combining form graph (“write”).
- I can explore the Latin roots script and scrib (“write”).
Vocabulary & Language Instruction: Module Focus-Exploration
- I can develop and use vocabulary related to exploration.
- I can use semantic reasoning and contextual understanding to determine word meanings.
- I can make inferences and connect ideas using evidence from the text.

Module 6

Learning Targets

Phonics
- I can decode and encode multisyllabic words with the Latin endings -tion, -sion, and -ture.
- I can decode and encode homophone heart words such as wind, read, close, live, knew/new, and hours/ours.
- I can identify, decode, and encode common abbreviations.
- I can decode and encode words with silent letters.
- I can read and spell heart words such as often, listen, and school.
Morphology
- I can analyze and define words with common suffixes.
- I can explore and apply the suffixes -ous, -ious, -cious, -ure, -ture, -sure, -ion, -tion, and -sion.
- I can read and define words with the suffixes -ize and -ate.
- I can explore the Latin roots cept (“take/receive”) and rupt (“break”).
- I can identify and build words with high-utility prefixes, suffixes, roots, and combining forms in a cumulative review.
- I can analyze and use words with common morphemes in context.
Vocabulary & Language Instruction: Module Focus-Exploration
- I can develop and use vocabulary related to exploration.
- I can use semantic reasoning and contextual understanding to determine word meanings.
- I can monitor my comprehension and use strategies to understand text.
- I can identify word relationships and semantic connections.
- I can collaborate with others to use and discuss new vocabulary.

Arts & Letters: Knowledge Building Topics

1st Quarter

The Sea

How do people explore the sea?

Knowledge Threads
- The sea’s wonders and mysteries attract adventurers and scientists.
- Writers and artists depict the mysteries of the sea.
- The pursuit of knowledge drives innovation.
- The sea is home to diverse marine life.
- Scientists carry out investigations in the field or laboratory, often working
  collaboratively.
Learning Targets
- - I can build knowledge about how people explore the sea by reading literary and informational texts.
  - I can recount texts about sea exploration and determine their central ideas.
  - I can use text features and illustrations to deepen my understanding of texts.
  - I can write informative paragraphs about how people explore the sea.
  - I can strengthen my writing by using coordinating conjunctions to connect ideas and by writing simple and compound sentences.
  - I can participate in class discussions about sea exploration by speaking clearly, listening for main points, and using relevant textual evidence to support my ideas.

2nd Quarter

Outer Space

How do people learn about space?

Knowledge Threads
- For thousands of years, humans have been using the stars and other celestial bodies for
  navigation and seasonal planning.
- Early astronomers established the foundation for contemporary understanding of
  space.
- People can document and share observations of scientific phenomena.
- Space exploration requires knowledge, collaboration, and courage.
- The vastness of space sparks human curiosity and imagination.
Learning Targets
- I can build knowledge about space exploration by reading literary and informational texts.
- I can analyze how text features and illustrations add meaning to texts.
- I can use timelines to organize and recount key events and describe relationships between those events.
- I can compare and contrast texts written by different authors about the Apollo 11 mission and the first Moon landing.
- I can write essays that support my opinions about space exploration.
- I can strengthen my writing by using subordinating conjunctions to connect and expand ideas and by writing simple, compound, and complex sentences.
- I can participate in class discussions about space exploration by taking turns, explaining my evidence, and building on the ideas of others.

3rd Quarter

A New Home

How do stories help us understand immigrants' experiences?

Knowledge Threads
- Since the founding of the United States, immigrants and their experiences have been a
  part of our national identity.
- People immigrate to new countries for a variety of reasons, including the need for
  physical safety, economic opportunity, and political or religious freedom.
- People who flee great danger in their country of origin are sometimes called refugees.
- People preserve and share special objects to help future generations understand history
  or memories.
- Stories provide insight into an individual’s or group’s experiences.
Learning Targets
- I can participate in class discussions about immigrants’ experiences by asking and answering questions to clarify ideas and by adjusting my speech to match the setting.
- I can create an audio recording of my narrative to demonstrate fluent reading.
- I can strengthen my narrative writing by using correctly punctuated dialogue and by including information learned about immigration from texts.
- I can write narratives about characters who pack their belongings and move to a new country.
- I can compare and contrast stories about immigrants’ experiences written by the same author.
- I can describe the structure of poems and explain how stanzas build on one another to share ideas about immigration.
- I can analyze characters’ points of view and explain how my point of view is similar to or different from theirs.
- I can describe individuals in stories and explain how they feel and act.
- I can build understanding about immigrants’ experiences by reading poetry and literary and informational texts.

4th Quarter

Artists Make Art

What is an artist?

Knowledge Threads
- Painting, music, dance, and poetry are all forms of art.
- Artists use creativity and imagination to express themselves and their ideas about the
  world.
- Artists make decisions about the styles, materials, and creative processes that best fit
  their art.
- Artists find inspiration in different things, including objects, heritage, traditions, nature,
  and the work of other artists.
- Artists inspire us to see the world in different ways.
Learning Targets
- I can build understanding about how artists express ideas about the world by reading literary and informational texts.
- I can determine the main ideas and key details in texts about artists.
- I can apply a variety of strategies to analyze the meanings of words.
- I can distinguish my own point of view from the author’s point of view.
- I can take notes about an artist and organize my notes into categories for a research report and presentation.
- I can integrate information from sources into a research report about what makes an artist unique.
- I can present a work of art and explain how it reflects something unique about the artist.
- I can participate in class discussions about how art and artists inspire others by using details, examples, and new ideas.

Science

August-October

Life Science: Fossils & Changing Environments Unit (Animals through Time)

Learning Targets

Students explore the idea that the rock under our feet sometimes contains fossils, and investigate how these fossils reveal changes in habitats through time
Students learn how we can infer what the outside of an animal looked like by using clues about their skeleton
Students learn how fossilized animal tracks can tell us a great deal about the animals that left them

November/December

Life Science: Life Cycles Unit (Circle of Life)

Learning Targets

Students create models of several different animal life cycles and compare them to one another. They use these models to discover the pattern that all animals are born, grow, can have babies, and eventually die
Students obtain and evaluate information about mosquitoes from different sources. They analyze and interpret information about the mosquito life cycle to reduce the number of mosquitoes that live in a certain area
Students model the structure and function of flower parts that are responsible for creating seeds
Students explore the function of fruits in plants and practice classification
Students play a game that models the stages of the plant life cycle. After playing the game students use the model to show how changes to one part of the life cycle affect all other stages

January/February

Life Science: Heredity, Survival, & Selection Unit (Fates of Traits)

Learning Targets

Students investigate how human beings have modified plants based on our knowledge of how plants change from generation to generation
Students analyze the traits of parent dogs and their offspring, constructing an explanation about which traits a puppy gets from each parent
Students compare the structures of lizards that live on an island. They simulate multiple generations of these lizards, and analyze and interpret the data to understand how these structures aid in their survival
Students observe animals that live in groups in order to obtain, evaluate, and communicate information about animal social behavior. Students use evidence to show how animals form groups to help them survive
Students measure and compare their own physical traits (arm strength, balance, and height) and analyze the information to construct an explanation for how the environment can influence traits

March/April

Earth & Space Science: Weather & Climate Unit (Stormy Skies)

Learning Targets

Students obtain and combine information that water can change from liquid to gas, but that it is always made of tiny drops. Clouds are made of water that has evaporated
Students make observations of clouds and develop a tool to make predictions about what kind of weather might happen next
Students gather winter temperature data from three different towns. They represent the data in a table to compare the weather and decide which town is the best candidate to host a snow fort festival in future years
Students obtain and combine information to describe the different climate regions of the world
Students design and build solutions that reduce the hazards associated with strong winds that could damage buildings

May

Physical Science: Forces, Motion, & Magnets (Invisible Forces)

Learning Targets

Students develop a mental model of the nature of forces and motion and use that model to explain the behavior of an elastic jumper
Students develop and design a bridge to be as strong as possible while working with limited materials
Students make observations and measurements of a trapeze model. Then, using that information they predict the motion of a real trapeze
Students investigate the properties of magnets and the fact that they exert forces that act at a distance
Students investigate magnetic attraction and repulsion, and design a magnetic lock in the hands-on activity

Social Studies

Exploring Time and Place: Colorado Edition

1st Semester
2nd Semester

1st Semester

Unit 1: Geography

Essential Question: What is geography, and how do we study and interact with the world?

Learning Targets

Shaping and Mapping the Land
- I can describe tools geographers use to learn about the world.
- I can explain what natural features are and how natural forces affect geography.
- I can identify the connection between geography and human populations.
Regions of the World
- I can identify different regions of the world.
- I can explain the differences between regions.
Protecting the Natural World
- I can identify ways humans have changed their environment.
- I can explain the importance of caring for Earth.

Unit 2: History

Essential Question: How have cultures from the past influenced the present?

Learning Targets:

Ancient Societies
- I can explain what a society is.
- I can identify the importance of community in different societies.
Charting New Courses
- I can explain why Europeans came to the New World.
- I can describe the different European nations’ first encounters in the new land.
The Past to the Present
- I can identify different groups that live in Colorado.
- I can discuss the past and present of different Colorado groups.

2nd Semester

Unit 3: Economy

Essential Question: How is the economy effected by the geography and people?

Learning Targets:

Money Basics
- I can identify different types of resources.
- I can discuss how people affect the economy and how the economy affects people.
Money, Movement, and Place
- I can identify how transportation affects the economy.
- I can explain how geography influences transportation.
Money and Me
- can discuss money goals.
- I can explain what a budget is.

Unit 4: Civics

Essential Question: How do our communities work, and how can we make a difference in them?

Learning Targets:

Defining Democracy
- I can summarize the ideas of the Declaration of Independence and the Constitution.
- I can identify how having more than one point of view can help and challenge people in a democratic society.
Levels of Government
- I can summarize what the legislative, executive, and judicial branches of government do.
- I can identify different ways to communicate with government leaders.
Civic Participation
- I can explain the importance of civic participation in my community.
- I can list different ways to actively take part in my community.

Writing

Arts & Letters: Knowledge Building Topics

1st Quarter

The Sea

Informative Writing

Learning Targets:

Knowledge

I can explain who Jacques Cousteau was.
I can explain how Jacques Cousteau explored the sea.

Writing

I can write about each point in a proof paragraph.
I can use transition words or phrases to begin proof paragraphs.
I can write a topic sentence to begin each proof paragraph.
I can use evidence from The Fantastic Undersea Life of Jacques Cousteau to support my ideas.
I can elaborate on evidence to explain my thinking.
I can write a concluding paragraph that restates my thesis.

Language Goals

I can write simple and compound sentences.
I can use taught spelling strategies in my writing.

2nd Quarter

Outer Space

Opinion Writing

Learning Targets:

Knowledge

I can explain who Galileo, an Apollo 11 astronaut, or Katherine Johnson was.
I can explain how an astronomer, astronaut, or mathematician explores space.

Writing

I can use a hook to catch the reader’s attention.
I can write a thesis statement with a clear opinion.
I can name two main reasons that support my opinion in my thesis.
I can write proof paragraphs about each reason.
I can use transition words or phrases to begin proof paragraphs.
I can write a topic sentence to begin each proof paragraph.
I can use textual evidence to support my reasons.
I can elaborate on evidence to explain my thinking.
I can write a concluding paragraph that restates my thesis.

Language Goals

I can use topic-specific vocabulary to explain my topic.
I can write simple, compound, and complex sentences.
I can use taught spelling strategies in my writing.

3rd Quarter

A New Home

Narrative Writing

Learning Targets:

Knowledge

I can explain why people might move from one country to another.
I can explain what it might feel like to leave a country or adjust to a new one.

Writing & Speaking

I can create a setting and characters for my story.
I can include a problem in my narrative.
I can organize events in a clear and natural sequence.
I can write a resolution that brings my story to a close.
I can use dialogue to develop the story and show how characters respond to events.
I can describe characters’ thoughts, feelings, and actions to develop the story.
I can use temporal words and phrases to sequence events.
I can create an audio recording of my entire story.
I can read fluently during my audio recording.