Our Program KG2-G5

This introduction to the reading workshop invites children to feel and act like readers. The goal is for children to finish this unit with a confident sense of reading identity. Students will see, experience, and understand how books are filled with information and stories that they can read and share with others. Through this unit, they will learn to love to read while they also learn how to read. Children will learn concepts-of- print as well as receive an introduction to good reading habits. Children can learn to notice and name what is on the pages, they can look at a picture thinking, “What does this page say?” to generate stories to accompany these pictures. As readers, students will begin to apply their developing reading knowledge including knowledge of letter-sound correspondence, comprehension, and fluency.

Students will continue to practice the habits of readers that they have been developing: sitting quietly with books, choosing lots of books at a time, and discussing books with partners. They will also continue to 'warm up' before reading by looking at the front and back of the books they select and do picture walks. In this unit, readers will learn to pay close attention to the words they are reading as well as look at the pictures to help make meaning from the words. Children will apply their developing word study knowledge and use cues to continue to develop as a reader.

This unit is designed to support the work of readers as they begin to explore books of increasing difficulty. They will study the ways in which books are becoming harder (noticing patterns across books), and use their knowledge of letters, sounds, and the structure of stories and language to solve tricky words. Additionally, this unit places a particular emphasis on reading high-frequency words with automaticity, and on thinking and talking about books—critical components of reading at level C and beyond. Ultimately, the goal of this unit is to support the orchestration of ALL the strategies they have developed over the course of the school year to read more complex books with accuracy, fluency, and comprehension.

This unit is designed to highlight the readers that students have developed into throughout the year. They are no longer just readers - they are avid readers! This unit focuses less on new skills, and more on making sure that what the children have learned has been internalized and automatic. Immersed in books, poetry and songs, children are encouraged to take more responsibility in making decisions about what and how to read. Across these multiple contexts, they will practice and solidify learning, paying close attention to characters, setting, and plot while reading fictional stories, becoming experts in nonfiction topics, and playing with rhyme and rhythm while reading poetry.

Writing begins with oral telling of stories. This foundational unit builds on what children already know how to do and lays the groundwork for writing workshop. As students begin telling stories, they learn about each other and through talk, the young writers learn that talk can help us think through a story and lead to more detailed stories.

Kindergartners enter school ready to read and write like big kids, to learn alongside classmates, and to take the world by storm. This first unit capitalizes on that excitement and channels it into writing all-about books and stories. Simultaneously, children will learn what it means to be part of a writing workshop and the roles they are to play in all the various parts of a writing workshop. As part of this, they will learn how to work with each other as partners--planning together, sharing drafts, giving each other help. They will learn to ask and answer questions about texts, and they’ll begin to develop ideas about authors, illustrators, and genres. This launching unit is critical in establishing clear structures that children will carry with them throughout the year.

In this unit students will study the connections between the work we do as readers and the work we do as writers, all the while writing true stories of moments from their lives. The teachers will revisit many of the strategies children learned when learning to write true stories in ways that make them interesting as well as easy to read - giving them ample practice with the process of drawing and revising. The students will continue to practice the rich storytelling work students engaged in at the start of the year. Wherever the students are on the progression towards conventional writing, the teacher will help writers to explore ways to write, revise, and refine their writing.

In this unit, the students learn how to teach something to an audience by drawing and writing a sequence of steps. They will learn that one purpose of writing is to teach others. Children will understand that writers not only use their writing to tell the rich stories of their lives, or to label their environment or to celebrate others, but also to teach others. As informational text writers, they will tap into their inner expert, notice the procedure and steps involved in things they do, consider their audience as well as their purpose for writing, revise texts to make them better, and share.

Kindergarteners writers will learn that they can write to make their classroom, their school, and their world into a better place. They have been writing particular kinds of texts for specific real audiences, and in this unit, the children will do lots and lots of persuasive writing. They begin by writing signs, songs, petitions, and letters about problems they see in their classroom and their school, and then they address problems they identify in the larger world of their neighborhood. As they progress towards addressing concerns that are not right underfoot, they tackle slightly more distant topics and address more distant audiences, they meanwhile also learn more about persuasive writing and writing in general.

In this introductory unit, students develop community as readers, learn the structures and routines of the workshop model, and establish the foundation for the reading that they will do throughout the year. Students will be pushed to build meaning before, during and after reading. They learn about the importance of making predictions, as well as how they can revise and confirm these predictions along the way. Students begin to develop the habits for previewing texts, for tackling hard words, and for finding just-right books for themselves. Finally, students will learn the good habits that reading partners have when working together as a reading team: they help their partner think backwards across a book to retell and remember the important parts - and to think ahead setting goals.

This nonfiction unit is designed to embrace the natural curiosity of children and use it to further develop each student’s reading abilities. The sentence, “Books help us learn about the world.” will engage student interest and cultivate a desire to begin using books as a source of information to learn about the world around them. During the first bend of the unit, students learn how to become “super smart” about the topics that interest them. They will use different comprehension strategies such as previewing a text, predicting, noticing text structure and synthesizing information from multiple sources (picture, print and text box) to learn more about their subject(s). They will also learn how the illustrations can provide valuable information to further their understanding of the subject. The second bend focuses on vocabulary, as students continue to add to their strategies for decoding unfamiliar words and also learn about keywords, a feature of nonfiction texts. During the third and final bend, the focus turns to building fluency while reading a variety of nonfiction texts. Students plan their own read a louds for an audience of kindergarteners.

In this unit, students learn to monitor their reading, to take action when they encounter problems, to use efficient strategies for solving words and to check in on their comprehension as they begin to read longer texts. First students learn that they have big important jobs as readers, and they are the ‘boss’ of their reading. Students learn they do something when they run into trouble with a word; proficient readers don’t skip the word, learners roll up their sleeves and get to work when they see that there is a problem. As learners, they will take charge and initiate action when in trouble during their independent reading time. Students will use what they have learned during word study and reading mini-lessons, applying what they know about spelling patterns, drawing on sight words in text, and using all of the strategies that they have learned to solve problems in their reading.

This unit is all about the power of the story; the making of meaning that is vital for readers to comprehend and remember what occurs throughout a story. Students will go on their reading adventures by paying attention to where and when the story is happening. They will track the events of the story by noticing the shifts in setting, using pictures and words to keep track of the story events, and paying attention to the character. Along the way students will make predictions that look ahead and anticipate what’s to come. Students will hold on to longer and more complex texts by determining importance to retell key details in sequence. Students will closely study the characters to learn all they can about main and secondary characters. In order to sound like the characters as they read, students will identify how the characters feel through what they say or think. Finally, the students will pull life lessons from their stories by connecting to their own lives in order to identify the author’s message.

In this launching unit, students will develop their identity as writers, as they learn the structures and routines of the workshop, and write about small moments or single events from their life. They will write with detail, including showing a character’s small actions, dialogue, and internal thinking. Students will learn to touch and tell their stories, then sketch and write, so that they can move independently through the writing process. They will learn word-solving skills to avoid becoming paralyzed or derailed when they come to hard words that they would like to use in their writing. Students learn to bring their stories to life by slowing down to develop each part bit by bit. A mentor author is used to help students learn “craft moves” they can utilize to elaborate their stories. Finally, students publish a story by using a few final revision and editing strategies to make their best writing even better. Students will use a checklist to edit and reflect upon their writing.

This unit provides students with the opportunity to teach their audience everything that they know about the world. Throughout the unit, students will write many information texts, revisit the texts and revise them independently. They will practice using a teaching voice in their writing while teaching their reader new and interesting words and drawings on each page of their book. In the second bend of the unit, students will focus on how to organize their material into chapters with a table of contents, and experiment with new ways to elaborate: comparisons, examples, and elements of persuasion. The third and final bend will have the children writing chapter books with greater speed and independence. They will learn how to do basic research, revise their texts, and explore different forms of punctuation. At the end of the unit, students will celebrate by sharing their favorite book from all of the ones that they’ve written, with an audience.

The first part of this unit is rooted in the idea that most six year olds love collecting things, and what a person collects can inspire writing. This writing will become the introduction to writing reviews. During the second part of this unit students will write review after review, writing about anything and everything: toys, restaurants, video games, the works. In the last section of this unit students will learn to express their opinions about books through persuasive book reviews. Students will practice using the ‘Think, Touch, Tell, and Sketch’ strategy, write across multiple pages, apply inventive spelling, and utilize the writers’ checklist to revise and edit for proper punctuation, comma and capitalization.

This unit is designed to give students the opportunity to dig deeper into storytelling and planning for stories. Students will learn that characters in stories face problems, overcome these (with help from others or on their own), and then develop solutions. They will develop their own characters to use in the stories they create. In this unit they will deepen their partner work and continue to learn strategies to revise their writing. Children will be taught how to move from being accomplished storytellers to becoming accomplished writers of stories.

In second grade, children move from a “little-kid” focus on print to a “big-kid” focus on meaning. This first unit continues to establish routines and expectations for reading workshop, and teaches children to take charge of their reading lives. Students will learn to take charge of their reading life by participating in their new classroom community, reading independently, and working with partners. They will begin to develop routines for selecting and recording book information. Throughout the unit, students will be encouraged to draw on everything they know to figure out hard words, understand the author's craft, and build big ideas about the books they read.

In this unit, students shift from reading fiction to nonfiction. Students will read a wide range of nonfiction on different topics, both familiar and unfamiliar. In Bend one, students will learn that nonfiction readers grow knowledge by studying, noticing details, and questioning texts as they read. Bend two works to tackle both tricky word work and vocabulary development students need to navigate nonfiction reading. Bend three sets readers up to grow knowledge across texts as they read topic sets of texts, comparing, contrasting, and connecting information across texts and text sets. Another big emphasis for second grade readers is partnerships. Partnerships will teach each other about the topics they are reading about. Throughout the unit, they will not only learn how to approach and navigate through nonfiction texts with questions and ideas in mind, but also how to read nonfiction with a voice that matches the content.

The focus for this unit is the study of foundational reading skills, namely fluency, vocabulary, and comprehension. Students will revisit what it looks and sounds like to read books with a smooth, expressive voice. In the second bend, students explore texts with rich figurative language. They learn to read closely and to monitor for sense. As they read longer texts, students are reminded to slow down, reread, and jot ideas on post-its. Finally, students work together in clubs to make and reach goals. To celebrate this unit, students will teach others about reading.

Through familiar series books, students learn how to become experts on characters they are reading about. They collect information about their characters, pay attention to how characters respond to problems, and notice similarities in characters across their series. As this unit unfolds, they learn that readers use what they know about the characters to predict events. Students will reread books and engage in inquiry, thinking about the craft the writer uses to bring their stories to life. In the final bend of the unit, students will begin to invent ways to share their books with others. They swap books and share their opinions with their partners.

This unit is designed as an introduction to the second grade writing workshop. Students will learn procedures for participating in their new classroom community, writing independently, and working with partners. Students will become familiar with the routines and expectations of each classroom as well as engage in writing to build stamina and independence. Students will continue with their small moment stories by brainstorming topic choices, planning/rehearsing their stories, sketching, and writing with emphasis on editing and revising too. Writers will study the craft of an author(s) and incorporate these craft moves into their own writing, using them to craft stories that readers are eager to read. Students will craft stories to recount a well-elaborated event, including details, thoughts, actions, feelings, and a sense of closure.

In this unit, students become expert writers and teach their readers about areas of personal expertise. To launch the unit, children will be invited to the nonfiction section of the library. There, they will notice that none of their nonfiction books live on those shelves--The only way to remedy that is to begin writing nonfiction of their own! Students will study other nonfiction authors, noticing the interesting and cool things they do to teach in their books, and begin trying those moves in their own writing right away! Once students have written a few books, they will set goals using an information checklist. Second grade writers will not only choose topics, but choose an audience. Writers will ask, “What information does my audience want to know?” In the final bend, students will be prompted to consider information in a new way: question-and-answer book, a story that teaches, or a how-to book. Students will study mentors of these kinds of books, focusing on the structure. Writers will provide each other feedback and use tools from the unit to help them prepare their books for publishing.

In this opinion writing unit, children learn to write about beloved books in ways that persuade others to love them as much as they do. Writers will form opinions about the books they read, thinking deeply about characters within and across series. Throughout the unit, children will practice stating clear opinions and supporting these ideas with evidence. Students will elevate their opinion writing skills, introducing the book they are writing about, supplying more than one supportive reason, linking parts together, and providing a longer, more formalized ending. This important work sets the foundation for writers as they move on to third grade and beyond.

In this unit, students will find the significance in the ordinary details of their lives, employ strategies of revision, and learn from mentor authors to craft poetry. This unit will give students the opportunity to use language in extraordinary ways. Students will experiment with sensory details, the use of line breaks, metaphor, and comparison to convey feeling. By the end of this unit, students will be able to create clear images with precise and extravagant language. They learn to look at things from their poet’s eyes, and to use visualization and figures of speech to make their writing more clear and powerful.

This unit launches the upper grade reading workshop, inviting students to fashion their own identities as people who care about reading. Students practice the lifelong habits of strong readers, learning to choose books that are just right, getting a lot of reading done, keeping track of how reading is going, and addressing problems along the way. Students also work on word solving, vocabulary development, envisioning, predicting and retelling.

The third graders begin their study of nonfiction with this unit. They are immersed in nonfiction reading; reading for fluency and learning to make mental summaries. These summaries contain the big ideas and supporting information they take away from the books as they read. Through mini-lessons, skill groups, and strategy groups the children acquire study skills such as note taking using boxes and bullets and Post-it notes. As the children move through the unit they compare texts, thinking critically about what they are learning. Finally, the children apply their skills to the reading of narrative nonfiction; using their knowledge of story structure to learn about the lives of people in their study of biographies.

This unit brings a return to fiction for a close study of characters and continues to support students in the foundational skills that were front and center during the first fiction unit of the year. The students will continue to develop the narrative reading skills they started working on during the first unit, but now dig deeper, analyzing characters and trying to understand what motivates them. Children investigate patterns that reveal deeper traits and motivations and use those theories to make predictions as they follow their character on his or her journey across the story. During the last phase, students learn how to compare and contrast characters along with the problems characters encounter and how they react, the settings, and the lessons characters learn.

This unit builds on what students have already learned in the unit, Reading to Learn. Students form clubs, and each club studies an animal. Children preview the collection of texts on their animal and then each take a subtopic at a time and read across books on that subtopic. They start with an easier book so as to develop the background knowledge needed to handle more detailed and challenging texts. Eventually, clubs transfer what they learned into the study of a second animal as they compare and contrast across animals. The unit ends with children applying their knowledge of animals to solve real-world problems, such as creating a better habitat for animals in zoos or investigating why certain animals are no longer thriving in their environments. This unit also sets the stage for independent research projects that students tackle in later grades.

In this unit, the children write focused personal narratives, with an emphasis on craftsmanship and revision. They study exemplar texts by other authors, notice the use of precise words and telling details, and experiment with the strategies that they are noticing in the work of published authors. Establishing structures and routines of a third-grade writing workshop is a vital part of the beginning of this unit. The children learn more about structuring stories so that their writing pieces will engage a reader from start to finish. Besides the work of crafting strong writing, the children continue to learn important information about the mechanics of writing, including paragraphing, punctuation, and spelling.

This unit focuses on the use of writing as a tool to synthesize, organize, reflect on, and teach knowledge. Students use mentor texts that highlight qualities of strong informational writing, and are taught many different ways to elaborate on their topics, learning to include facts, definitions, and other important details. In addition to this, third-graders learn to use transition words that connect these ideas, definitions and facts. Finally, students prepare for publication by being aware of their audience, attending to text features, fact checking, and applying language conventions.

In the third unit of study, students channel their opinions into writing that can make a difference. This is a unit that helps students realize that their voices have power and that well-supported opinions can and do change the world. Students learn to introduce topics and support these by listing reasons and using transition words to connect the various parts of their pieces. This unit also works to help students meet key language standards placing a specific focus on helping students write to affect others and to choose words for effect. Transferring what students know about spelling patterns, transfer work from word study to writing, and spelling high-frequency words is also emphasized in this unit.

Through the use of Fairy Tales as mentor texts, students learn to write with a story arc, to bring the resonance of a storyteller’s voice onto the page, to create the world of a story, and to bring characters to life. Students move through three narrative writing cycles, writing two adaptations of fairy tales as well as their own original fairy tale. These multiple writing cycles allow students to practice important writing lessons - structuring stories so that the reader can’t turn the page fast enough; finding precise words and phrases to capture a moment, an image, and emotion; and, above all else, writing with a storyteller’s voice. Through this unit, students come to see the value of hard work and become more willing to revise their writing because each fairy tale draft improves upon the last.

The first unit of the year is designed to challenge children to read a text with deep engagement and intensity. The heart of any good story is character, so children are taught to read intensely to grow ideas about their characters. The unit builds on the reading that they have done in previous grades, in order to build interpretations and draw evidence-based conclusions. There is strong emphasis on being able to use the actual text to support one’s ideas about characters, theme, and looking to see how one part of a story is important to the entire structure of the text. Students will learn how to do a chronological summary and how to synthesize information to grow big ideas.

This informational unit has been designed to help educate a generation of young people to have the necessary skills of reasoning, analyzing, weighing evidence and problem solving. Students will be reading informational texts that focus on extreme weather as they learn to read purposefully to investigate and grow ideas on a given topic. They will synthesize information from multiple sources and blend that into a deeper understanding on a topic. They will determine main ideas and supporting details, and do important analytic work by studying the goals and techniques of informational writers.

This unit develops reading skills in both literature and informational texts. The unit moves fourth graders along a very ambitious trajectory of skills, as they read historical fiction and research historical events. Students build their knowledge of historical events by reading texts that may seem to be an easy read, even viewing videos to get some understanding of this time and place. As the unit moves along, students read increasingly challenging texts, and learn to use text structure to help them take notes. They learn to understand perspectives, and how different points of view may contribute to the telling of history. As part of this unit, students will engage in debate, using evidence they have researched to support their case. Students continue with more research focusing on self selected topics from the past.

Digging deeper into informational texts, children have the opportunity to tackle complex texts and strengthen their ability to support a position with reasons and evidence from texts. Reading about history is challenging as it happens in a time and a place the reader has never inhabited, and historical events are entangled with historical and social issues that may be unfamiliar. The goal of this unit is for students to emerge from the unit as knowledgeable readers who have learned how to build collective interpretations, know how to listen closely to each other as they read, and know how to carry ideas across time-both in their book club discussions and across more than one text. Throughout this unit, students study multiple points of view and they also learn strategies for using new domain-specific words.

In this first unit, students will learn ways to live like writers, understanding the writing process (plan, draft, revise, edit, publish) and seeing ideas for realistic fiction stories everywhere. They will collect story ideas and work to develop elements of an effective story. Students will focus on clarity and organization, balancing telling the reader and showing the reader what’s happening in a small moment story. They will learn ways to develop their main characters, delving deeper into developing three-dimensional characters and use story-arcs to develop scenes and settings in their stories. As students practice elaborating on the small moment stories they have written in the past, they will practice the integration of action, dialogue, inner thinking, and sound into a well developed story.

This unit of study is designed to help children with the difficult and exhilarating work of learning to write well within an expository structure. Children will learn a variety of more sophisticated strategies for introducing topics, and learn to provide reasons to support their opinions, as well as facts and details to elaborate on their reasons. Children will explore different ways to arrange their reasons and evidence and learn to gather outside evidence to support more general topics they might be interested to write about. They will learn to write explicit thesis statements and topic sentences and then also explore ways to write towards more implied main ideas.

This unit invites students to read and study small packets of short stories that merit close study. This will be supported by reading short story mentor texts to help students write a well developed essay. It teaches students to grow ideas from texts by engaging in discussion and thinking deeply about issues. Students are immersed in texts with social issues, practice reading closely, and gathering entries about their thinking. Eventually, students reread those entries and choose a seed idea to develop and write a literary essay.

This first reading unit of study strives to teach students the best of what it means to read literature. One of the most important things that students will learn in this unit is to be in charge of their own learning, taking seriously the challenge to read thoughtfully and to write well about their reading. Students will learn that writing about their reading makes a reader more awake to the text. They will learn the work of interpretation, reading with an interpretive lens, lifting the level of their reading. Finally, students will learn to read analytically, noticing the way different authors develop the same theme differently.

In this unit students will study ways in which their texts are becoming more complex, and they will realize that the reading strategies they used to rely on are insufficient for these new challenges, hence, students will be introduced to ways that help them inquire how complex nonfiction gets hard and how they can develop some skills and strategies to tackle those difficulties. This unit also supports students in building independent nonfiction reading lives outside of school. The students will read and pursue what is of interest to them such as current events, sports, favorite teams, or singers, global warming, environmental issues etc...

Fantasy novels teach students to be better readers. The exciting plots and young heroes draw students into series and entice students to keep reading. Fantasy novels teach readers to deal with complexity. These novels weave complexity through multi-faceted characters, multiple plotlines, shifting timelines, tricky narrative structures, and complicated symbolism. This unit explicitly aims to instill in children an eagerness to tackle more complex narratives, the tools to embrace complexity, and the sense of agency to do this work independently now and in the future.

This unit supports students in reading more complex, challenging nonfiction. It is also a unit that aims to support fifth graders in becoming more active and critical citizens. It aims to help them learn to have an informed viewpoint and to communicate it clearly, as well as listen to others. Students will draw on all they have learned about how to read complex nonfiction in order to research and make arguments about provocative, debatable issues. This will entail reading arguments and also reading informational texts in a more critical and analytical way.

• Know number names and the count sequence.

• Count to tell the number of objects.

• Compare numbers.

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

• Work with numbers 11-19 to gain foundations for place value.

• Describe and compare measurable attributes.

• Classify objects and count the number of objects in each category.

1. Identify and describe shapes.

2. Analyze, compare, create, and compose shapes.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

• Represent and solve problems involving addition and subtraction.

• Understand and apply properties of operations and the relationship between addition and subtraction.

• Add and subtract within 20.

• Work with addition and subtraction equations.

• Extend the counting sequence.

• Understand place value.

• Use place value understanding and properties of operations to add and subtract.

• Measure lengths indirectly and by iterating length units.

• Tell and write time.

• Represent and interpret data.

• Reason with shapes and their attributes.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

• Represent and solve problems involving addition and subtraction.

• Add and subtract within 20.

• Work with equal groups of objects to gain foundations for multiplication.

• Understand place value.

• Use place value understanding and properties of operations to add and subtract.

• Measure and estimate lengths in standard units.

• Relate addition and subtraction to length.

• Work with time and money.

• Represent and interpret data.

• Reason with shapes and their attributes.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

• Represent and solve problems involving multiplication and division.

• Understand properties of multiplication and the relationship between multiplication and division.

• Multiply and divide within 100.

• Solve problems involving the four operations, and identify and explain patterns in arithmetic.

• Use place value understanding and properties of operations to perform multi-digit arithmetic.

• Develop understanding of fractions as numbers.

• Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

• Represent and interpret data.

• Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

• Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

• Reason with shapes and their attributes.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

• Use the four operations with whole numbers to solve problems.

• Gain familiarity with factors and multiples.

• Generate and analyze patterns.

• Generalize place value understanding for multi-digit whole numbers.

• Use place value understanding and properties of operations to perform multi-digit arithmetic.

• Extend understanding of fraction equivalence and ordering.

• Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

• Understand decimal notation for fractions, and compare decimal fractions.

• Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

• Represent and interpret data.

• Geometric measurement: understand concepts of angle and measure angles.

• Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

• Write and interpret numerical expressions.

• Analyze patterns and relationships.

• Understand the place value system.

• Perform operations with multi-digit whole numbers and with decimals to hundredths

• Use equivalent fractions as a strategy to add and subtract fractions.

• Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

• Convert like measurement units within a given measurement system.

• Represent and interpret data.

• Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

• Graph points on the coordinate plane to solve real-world and mathematical problems.

• Classify two-dimensional figures into categories based on their properties.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning