Fifth Grade - ELA
1: Relationships
Unit 1: Poetry
Lesson 1
What Is Poetry?
Students are directed to read specific poems and explanations in R is for Rhyme (E, G, I, M, Q, W) and to choose at least three additional poems to read, then answer comprehension questions about familiarity and preferences. Students complete activities that require close reading for purpose and understanding—identifying syllables, lines, stanzas, couplets, quatrains, meter, rhyming patterns, onomatopoeia, alliteration, metaphors/similes, and visual imagery. Students are instructed to read aloud, follow punctuation for phrasing, memorize and recite poems, paraphrase to indicate active listening, and consider tone and speed when reading.
Lesson 2
Parts of Speech and Rhymes in Poetry
Students are instructed to read poems from My America: A Poetry Atlas of the United States (including poems about the Northeast and Washington D.C.) and answer comprehension questions such as naming a favorite poem and interpreting lines. Students identify and record end rhyme words and write their own end-rhyme poem, giving a clear purpose for reading and applying understanding of rhyme. Students analyze word choice by recording action verbs from "Gulls and Buoys" and listing nouns and adjectives from "Watercolor Maine," showing attention to meaning and imagery in the text.
Lesson 3
Geography and Poetry
Students read the section of poems about the Southeast U.S. from My America: A Poetry Atlas of the United States. Students answer targeted comprehension questions (e.g., Which poem did you enjoy most and why? What did you learn? What famous Americans were mentioned?) and record favorite lines. Students complete a map-labeling activity using place names and bodies of water mentioned in the poems and reread/perform poems (including rereading "Knoxville, Tennessee" and reading their own poems aloud).
Lesson 4
Haiku and Onomatopoeia
Students read poems in the sections "The Great Lakes States" and "The Plains States" and answer comprehension questions (e.g., explain their favorite poem, identify three adjectives and the nouns they modify, and identify the metaphor in "Kansas Boy"). Students locate specific poetic forms (haiku, onomatopoeia, quatrain) in the texts and perform focused tasks such as finding onomatopoetic words and explaining why an author repeats a word. Students write their own haiku and quatrain stanzas following structural elements, demonstrating purposeful reading to gather models and craft responses based on text features.
Lesson 5
Figurative Language and Voice
Students are instructed to read the poems in the section "The Southwest States" in My America and then answer comprehension questions about favorite poem, imagery, and what they learned about culture and geography. Students reread specific poems to identify metaphors and personification and write their own metaphors and personification poems, showing purposeful reading for literary analysis. Students complete a two-column chart labeling each poem's title and point of view and explain whether second person makes a poem more effective, demonstrating reading with an analytical purpose.
Lesson 6
Art and Poetry
Students are directed to read the poems in the "Mountain States" and "Pacific Coast States" sections to explore culture and geography, giving them a clear purpose for reading. Students answer comprehension questions that ask them to state their favorite poem, describe cultural and geographic learning, identify a simile in "Skier," and describe mood and imagery, which require understanding of the texts. Students are asked to reread specific poems (e.g., "Boulder, Colorado" and "Skier") and to compare song lyrics to poetry, reinforcing comprehension through analysis and application.
Lesson 7
Robert Frost
Students are directed to read pages 1–21 of Love That Dog and to answer specific comprehension questions about how the book is written and the narrator's age. Students analyze two Frost poems and complete activity pages that ask about setting, stanza count, point of view, favorite lines, and poem meaning, and they are told that to analyze a poem means to read it very closely and think about its meaning. Students are asked to reread poems and to record facts about Robert Frost, and they complete verb-selection and comparison tasks that require attentive reading for meaning and word choice.
Lesson 8
You Come Too
Students are asked to read pages 22–45 of Love That Dog and to answer specific comprehension questions (e.g., whether Jack wrote a poem about his dog, whether poems are narrative, where a title came from, and to list onomatopoeic words), which requires them to read for understanding. Students are prompted to reread specific poems (e.g., "The Red Wheelbarrow") and draw pictures based on textual imagery, and to explain which words helped them create those images. Students create picture/shape poems and explain their choices, and parents are instructed to ask the child to explain preferences and changes in Jack's tone, which directs reading with purpose and interpretation.
Lesson 9
Write About What You Know
Students are directed to read pages 46–60 of Love That Dog and answer comprehension questions that ask for interpretation (e.g., meaning of "inspired") and prediction (whether the author will visit), providing a clear reading purpose. Students are asked to read a variety of poetry books, record poem titles and figurative language, and identify poetry types, which requires reading for specific information and meaning. Students are asked to read their own free-verse poems aloud and discuss word choice and figurative language, practicing reading with intent and checking understanding through discussion.
Lesson 10
Inspired
Students are asked to finish reading Love That Dog and to predict how the story will end, which requires reading with purpose and making meaning. Students answer comprehension questions (e.g., how letters are received, why Jack could not stop thinking, and identifying metaphors) that require understanding of the text. Students compare Jack's poem to Walter Dean Myers's poem using a graphic organizer and practice reading aloud and memorizing poems, attending to enunciation, speed, tone, and volume to support comprehension through oral reading.
Final Project
Coffee House Poetry Reading
The Parent Plan lists skills that students will practice such as reciting brief poems with clear diction, tempo, volume, and phrasing and assessing how language choice and delivery affect tone. The Activities require students to practice reading aloud, decide the "feel" of each poem (tone, pace, pitch), present poems to an audience, and self-assess using a rubric that includes "Words were easy to understand," "Tone and volume were appropriate," and "Poems were read with feeling."
Unit 2: The View from Saturday
Lesson 1
The Academic Bowl
Students are assigned to read specified pages of The View from Saturday (pages 1-10 and 11-20) and then answer comprehension questions in complete sentences. Students are given guiding 'Ideas to Think About' and 'Questions to Discuss' that direct their reading toward themes and character relationships. Students complete activities (fact vs. opinion, homophones, and writing tasks) that require them to use information from the text and demonstrate understanding.
Lesson 2
Florida
Students are asked to read Chapter 2 and "Nadia Tells of Turtle Love" (pages 25–41) and then answer specific comprehension questions in complete sentences. Students create plot flowcharts for Noah's and Nadia's stories, identifying problem, events, and solution, and they discuss similarities and differences between characters. Students write an informational plaque about loggerhead sea turtles and are encouraged to read that plaque aloud, reinforcing comprehension and purpose for reading.
Lesson 3
Sea Turtles
Students are instructed to finish reading "Nadia Tells of Turtle Love" and then answer specific comprehension questions (e.g., what musical the family saw, what Nadia's father decided, why Nadia stopped turtle walks). Students write journal responses identifying three things they notice or learn about Nadia and fill in the storyline for "Nadia's Story," which requires comprehension and analysis. The lesson framing also prompts students to "Think about all the people in your family" and consider how relationships change, giving students a clear purpose for reading.
Lesson 4
Report Writing
Students are instructed to find information in websites or books and to use the outline to answer specific questions about habitat, food sources, predators, defenses, and relationships among turtles, giving reading a clear research purpose. Students are asked to use multiple sources to locate relevant information and to organize and summarize that information in an outline and then a rough draft. Students complete guided activity pages that require them to record findings from texts, indicating they must read with understanding to supply accurate answers.
Lesson 5
Epiphany, New York
Students are instructed to read Chapter 3 and "Ethan Explains the B & B Inn" (pages 61–73) and then answer specific comprehension questions, providing a clear reading purpose. Students underline predicates in sentences drawn from the text and write three sentences about the story, requiring them to process and restate content. Students match idioms from the novel to their meanings and create state-history questions based on Ethan's Academic Bowl example, demonstrating comprehension and purposeful reading.
Lesson 6
Adventures in Wonderland
Students are instructed to finish reading Ethan's story (pages 74–93) and to summarize the first half, which requires them to read with a purpose. Students answer specific comprehension questions about plot and character (e.g., Julian's invitation, Nadia's gift, interpretation of a quote) and then write their own storyline for "Ethan's Story," demonstrating understanding. Students also complete activities that require identifying similes/metaphors and writing a paragraph about a friend using a topic sentence and supporting details, further showing comprehension of the text.
Lesson 7
Annie
Students are instructed to read Chapter 4 and the passage "Julian Narrates When Ginger Played Annie" and then answer specific comprehension questions about setting and plot (Questions 1–4). Students are asked to create and explain Julian's storyline, write a script for a scene (identifying dialogue and stage directions), and complete a relationships organizer, all of which require understanding and interpreting the text. The wrapping-up task asks students to identify four sentences with helping verbs in the section they read, linking text reading to a focused purpose.
Lesson 8
The Souls
Students are instructed to read Chapters 5–8 and answer comprehension questions (e.g., interpreting Ms. Olinski's remark, distinguishing mischief from malice, and explaining character observations). Students complete a 'Round and Flat Characters' page requiring them to list round characters and write three things they know about each, and to identify flat characters and describe relationships. Students write an acrostic poem about The Souls and locate three adverbs in the book, and discuss guided questions about character choices and changes.
Lesson 9
Kindness
Students are instructed to "Finish reading the book today and answer the questions below," and they respond to comprehension questions about plot and character (e.g., how Century Village helped the team; Mr. Singh's explanation of team selection). The Skills section requires students to interpret ideas through journal writing, discussion, and reenactment and to support ideas by citing examples in the text. Activities ask students to describe each character's journey in a journal and to plan awards with explanations, which require reading for purpose and demonstrating understanding of character and theme.
Final Project
An Afternoon Tea
Students are asked to review the "Afternoon Tea Rubric" and to review examples of idioms, similes, and metaphors, which requires reading and interpreting those texts. Students are prompted to think about and answer comprehension questions (e.g., "What does it mean to be a good friend?" and "How can you show friends that you care about them?"). Students must consider how Julian invited guests and then design their own invitations using language devices, indicating they must understand and apply information from a text or example.
Unit 3: American Tall Tales and Legends
Lesson 1
Story Genres
Students are asked to read folktales from the unit and to find a folktale in their home library, then record five things they learn about the culture where the folktale originated, which shows reading with purpose and extracting meaning. Students write story titles beneath genre definitions, demonstrating that they read and identify text types and content. Students place story titles on regional maps and add small illustrations after they read each story, showing comprehension tied to geographic and cultural context.
Lesson 2
Tales and Legends of the Northeast
Students are instructed to read specific texts (e.g., stories under "Women of the Northeast," "Star Maiden," "Bess Call," "Drop Star," and Johnny Appleseed) and then answer targeted comprehension questions about characters, motivations, and meanings. Students complete focused tasks that require comprehension: recording words/phrases on character webs, finding three examples of hyperbole and creating new ones, writing a bio-poem based on research, and creating a Venn diagram comparing legend and real life. These tasks require students to read with a clear purpose (answer questions, analyze characters, identify figurative language, and compare texts) and to demonstrate understanding through written responses and projects.
Lesson 3
Tales and Legends of the South
Students are prompted with pre-reading questions that establish a purpose for reading, such as considering types of relationships and how culture is reflected in oral traditions. Students read specific stories (Annie Christmas, Susanna and Simon, Molly Cottontail, and Brer Rabbit tales), read aloud to a parent, and answer targeted comprehension questions after each story. Students complete follow-up activities that require interpreting text (organizing paragraph sentences, translating figures of speech, comparing trickster tales, and creating a trickster character) to demonstrate understanding.
Lesson 4
Tales and Legends of the Midwest
Students are instructed to read multiple folktales (three stories in Cut from the Same Cloth and the John Henry tale) and to answer specific comprehension questions about characters, motives, and lessons. Students are asked to record sentences that bring a character to life in a journal and to compare two versions of John Henry, tasks that require reading for understanding and purpose. A parent prompt asks the student to read aloud selected sentences, which provides an opportunity to demonstrate reading with expression.
Lesson 6
Tales and Legends of the West
Students are assigned on-level texts ("Hekeke," "Hiiaka," and "Paul Bunyan") and required to answer comprehension questions after reading each story. Students complete tasks that require understanding text structure and meaning, including ordering paragraphs from "Hekeke," identifying gods/humans and the message of the myth, and writing a short summary on a storybook jacket. Students practice oral reading purpose and comprehension by preparing and recording a retelling that checks sequence, relationships, transition use, and tone.
2: Diversity and Interdependence
Unit 1: The Cay
Lesson 1
Story Context
Students are asked to read informational material about Curaçao using specified websites or books (Activity 2) and to "read some information about World War II" and answer factual journal questions (Activity 4). Students must research and synthesize information to write a travel-brochure paragraph, complete a Venn diagram comparing communities, and list reasons the Axis and Allied powers fought (Activities 2, Option 1/2, and 5). Several activities require students to read text and extract relevant facts to complete maps, diagrams, and written responses.
Lesson 2
Curacao
Students are instructed to read Chapters 1 and 2 of The Cay and to "think about the people who live on the island of Curacao as well as the events that occurred," which directs reading with a clear purpose. Students answer specific comprehension questions (e.g., describe what was happening to the town; where Phillip was from) and are required to record answers in complete sentences, demonstrating assessment of understanding. Students analyze author's language and structure by identifying the simile that opens the book, explaining why the author chose it, and by using vocabulary-in-context activities to infer word meanings that support comprehension.
Lesson 3
Overboard
Students are directed to read Chapters 3 and 4 of The Cay and answer specific comprehension questions about events, character actions, and motives (Questions 1–6). Students are asked to make a prediction before reading and then check it after reading, giving the reading a clear purpose. Students practice interpreting Timothy's dialect and record sentences describing characters' feelings and actions across chapters, supporting literal and inferential understanding of the text.
Lesson 4
Land
Students are instructed to read Chapters 5 and 6 of The Cay and answer specific comprehension questions (e.g., what Timothy thought he heard; meaning of a quoted phrase). Students are asked to write sentences describing the two main characters and to draw inferences supported by text, evidence, and experience. Students search the novel for examples of singular/plural subjects and verbs, and participate in discussion questions that probe understanding of characters' motivations and events.
Lesson 5
Stranded
Students are instructed to read Chapters 7 and 8 of The Cay and to fill in information about both characters on the "Phillip and Timothy" pages, which requires extracting key ideas from the text. Students answer specific comprehension questions (e.g., reasons for characters' actions, plans to attract attention) that require understanding and interpretation. Additional reading tasks ask students to read the book Coral Reef Food Chains and then illustrate, label, or write journal entries about what they observed, linking reading to purposeful follow-up activities.
Lesson 6
Work
Students are instructed to read Chapters 9 and 10 of The Cay and answer specific comprehension questions about how Timothy and Phillip made a rope, the kinds of work Timothy wanted Phillip to do, and differences in their childhoods. Students are asked to write one or two sentences describing the characters' attitudes and actions from the chapters and to record examples from the text that illustrate comma usage. Students complete follow-up activities (Survival and Discrimination) that require them to list/illustrate island resources and to read scenarios and write responses, which depend on understanding the chapters' events and themes.
Lesson 8
Fishing
Students are instructed to read Chapters 13 and 14 of The Cay and to write sentences describing the characters' feelings and actions, providing a clear purpose for reading. The lesson includes specific comprehension questions (five questions with answers or response prompts) that require students to demonstrate understanding of events, character actions, and cause/effect. Students write two sensory-based journal entries from Phillip's perspective and discuss/answer prompts about the hurricane and character relationships, which require comprehension and use of textual details.
Lesson 9
The Storm
Students are directed to read Chapters 15 and 16 in The Cay and to fill in information on activity pages, providing a clear reading task. Students answer explicit comprehension questions about the storm (author's word choices, how Phillip survived, the eye of the hurricane, character feelings), which require understanding of the text. Students complete organizer pages asking for main ideas, supporting details, and how Phillip and Timothy's relationship changes, and then write a three-paragraph draft based on those readings.
Lesson 10
Survival
Students are instructed to read Chapters 17 and 18 in The Cay and then write five questions focused on important events, which requires reading with a purpose. Students are asked to include both questions that come directly from the text and questions that require their own opinion, prompting comprehension and interpretation. Students are also asked to explain the theme of the book with evidence from the text and to make predictions about Phillip, which asks them to demonstrate understanding of what they read.
Final Project
For Timothy
Students read the last chapter of The Cay and answer specific comprehension questions (e.g., why the boat came, what happened after rescue) and fill in the "Phillip and Timothy" activity page, showing direct engagement with on-level text for understanding. Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to read part of it aloud to observe how it sounds, supporting purposeful reading and oral interpretation. Students write and rehearse a eulogy that requires them to describe what they learned from Timothy and relate their experience to King's dream, demonstrating comprehension and purpose-driven reading to inform their writing and speaking tasks.
Unit 2: A House of Tailors
Lesson 2
Dina in Germany
Students are instructed to read Chapters 1–2 of the novel A House of Tailors and to answer comprehension questions in complete sentences. Students complete activities that require interpretation of the text, including identifying cause-and-effect relationships, answering specific who/what/why questions about characters and events, and discussing Dina's assumptions about America. Students create vocabulary picture maps and label locations on a map to support comprehension and provide a clear purpose for reading.
Lesson 3
Journey to New York
Students are instructed to read Chapters 3–6 of A House of Tailors and answer targeted comprehension questions about Dina's feelings, actions, and impressions of New York. Students complete a cause-and-effect activity that requires them to identify consequences of events from the chapters and to write personal examples, reinforcing comprehension of plot events. Students use a multi-chapter graphic organizer to record details about New York City and immigrant life in 1870, which asks them to extract and summarize information from the text.
Lesson 4
Welcome to New York
Students are asked to read Chapters 7–9 of A House of Tailors and answer specific comprehension questions that require recalling details and explaining motivations (e.g., why Dina did not want to sew, why she wanted to return to Breisach). Students record facts learned about the city on a designated page and analyze the author's imagery by listing adjectives and strong verbs and sorting words by the five senses. Students synthesize their understanding by writing a paragraph describing a street in their town using sensory details and by composing sentences that combine independent clauses correctly.
Lesson 5
Dina's Job
Students are instructed to read Chapters 10–12 of A House of Tailors and then answer explicit comprehension questions (e.g., what Dina tells her uncle, why Dina was sent back to the apartment). An "Ideas to Think About" prompt (In what ways were immigrant family members dependent on one another?) and a task to record things learned about the city and people give students a clear purpose for reading. Activities require students to analyze characters, list character traits in bubble maps, compare families in drawing/writing, and make inferences and conclusions supported by the text.
Lesson 6
A New Hat
Students are directed to read Chapters 13-15 of A House of Tailors and answer specific comprehension questions in complete sentences, demonstrating purpose for reading. Students complete the "The City and the People of New York in 1870" pages and an Expectations vs. Reality sorting activity that requires them to extract and organize information from the text. Students use vocabulary cubes and a wrap-up vocabulary game that reinforce word meanings in context, supporting understanding of the text.
Lesson 7
Sickness
Students are instructed to read Chapters 16-18 of A House of Tailors and to write down information they learned on a topic page, showing they read with a clear purpose. Students answer specific comprehension questions about vaccination, symptoms, fears, and actions, which requires understanding of the text. Students also research smallpox and produce written responses and a journal entry about fear, demonstrating integration of text content into further tasks.
Lesson 8
Christmas
Students are asked to read Chapters 19–21 in A House of Tailors and answer comprehension questions in complete sentences, which gives them a clear purpose for reading. Question prompts include literal (What season was it?), inferential (What do you think Johann meant when he said...?), and detail-based items (What gifts did Dina receive?), and activities ask students to list reasons, draw conclusions, and support ideas with text evidence. The Parent Plan lists skills students will practice such as drawing conclusions, answering different types of questions, speculating and interpreting text ideas, and analyzing characters' motivations.
Lesson 10
Fire!
Students are directed to "Read Chapters 22-24 and answer the questions below," which requires them to read specific text and demonstrate comprehension. Students record "a few things you learned" on a designated page, showing they must extract information and read with purpose. Comprehension questions (cause of the fire, character actions, concerns, motives) and activities (analyzing writing techniques, explaining item choices) require recall, inference, and analysis of the text.
Lesson 11
Living the American Dream
Students are asked to finish the novel by selecting a chapter to read aloud to a parent and then answer literal and interpretive questions about that chapter. Students write down information learned from the final chapters on the page labeled "The City and the People of New York in 1870," make predictions about Dina's choices, and complete reflective "if...then" prompts imagining Dina's future. The lesson includes comprehension questions (literal and interpretive) and activities that require students to summarize, analyze characters, and connect events to historical context.
Final Project
Today and Yesterday or Story Quilt
Students are asked to reread the author's descriptions and to locate information in books and online to gather facts and vivid words about New York and the novel. They record important information and phrases on a chart, take notes from texts, and use those notes to write poems or complete quilt squares that reflect story details. The rubrics require that squares demonstrate an understanding of the story and that poems include fact-based information and vivid language, and presentations require clear, understandable reading.
Unit 3: My Side of the Mountain
Lesson 1
Preparing for the Adventure
Students are asked to identify and describe the setting and main characters and to complete a plot diagram that requires them to state the problem, rising action, climax, falling action, and resolution (Activity 2). Students research and report about the author—listing personality traits, family, and work—and share what they learn, which requires reading biographical text and extracting key information (Activity 1). Students gather information about the Catskill Mountains, note seasonal features, and describe activities or draw seasonal flora and fauna, showing engagement with text-based informational sources (Activity 3).
Lesson 2
Learning to Survive
Students are directed to read pages 1–20 of My Side of the Mountain and answer comprehension questions about setting, motives, and events. Students are asked to summarize nonfiction fire-safety rules on a poster, which requires identifying and condensing main ideas from the Smokey the Bear text. Students must quote or paraphrase information sources, read and interpret multiple-step instructions for the Leaf Window Art, and practice vocabulary through a matching/memory activity.
Lesson 3
Making a Home
Students are directed to read pages 21–40 of My Side of the Mountain and to summarize prior pages, establishing a clear purpose for the reading (Sam prepares his new home and meets a stranger). Students answer targeted comprehension questions in complete sentences (e.g., explaining what Sam means by his fire as a "weapon" and identifying his home), which requires understanding of plot and details. Students apply text information to follow-up tasks—explaining how survival items would help Sam, ranking items by importance, and creating analogies—which requires comprehension and purposeful use of the reading. Students study and use root words related to the text to decode and demonstrate understanding of vocabulary encountered in the reading.
Lesson 4
A Baby Falcon
Students are instructed to read pages 41-58 of My Side of the Mountain and answer four specific comprehension questions about events, motivations, and discoveries. The lesson provides "Ideas to Think About" prompts and parent discussion questions that give students a purpose for reading (e.g., relationships among organisms, human responsibilities). The Activity 1 drawing and written response asks students to describe relationships and personalities of animals, reinforcing comprehension and purposeful engagement with the text.
Lesson 5
A Stranger
Students are instructed to read pages 58–85 of My Side of the Mountain and then answer five comprehension questions about characters, events, and preparations for winter. Students are asked to summarize the section they read several times (oral summary prompt, written summary using suffixes, and discussion prompts about Thoreau and Bando) which requires them to identify main ideas and details. The lesson includes guided prompts and questions (Ideas to Think About; Questions to Discuss) that give readers a purpose for reading and support comprehension.
Lesson 6
Autumn
Students are asked to read pages 86–106 of My Side of the Mountain and to generate one question of each type (In the Text, Think and Search, Reader and Author, On My Own), which directs them to read for different purposes and to demonstrate comprehension. The skills list includes "Use appropriate strategies when reading for different purposes," and the Activities require students to infer word meanings from roots to assist comprehension and to prepare a RAFT presentation about falcons that requires researching and explaining relationships in the text. The Reading and Questions section emphasizes asking good questions and provides examples that guide students to find explicit, inferred, and personal-response information from the text.
Lesson 7
Newspaper Reporter
Students are instructed to read pages 107–131 and answer specific comprehension questions (who Sam met, why he went to town, what he forgot for winter, who visited him for Christmas, what Bando brought), requiring recall of key details. Students take notes on the 5 Ws and 1 H to plan a newspaper article, explicitly using reading information to identify who, what, when, where, why, and how. Students use paragraph organizers to summarize basic information (who, what, when, where) in the first paragraph and to explain how/why in subsequent paragraphs, and they use a rubric that checks whether the first paragraph provides basic information.
Final Project
Think-Tac-Toe
Students are asked to finish reading My Side of the Mountain and to predict how the story will end, which sets a clear purpose for reading. Students answer specific comprehension questions (e.g., how Sam has changed, how he knows weather is coming, what he learned about vitamins) that require understanding of text details and inferences. Students complete Think-Tac-Toe activities that require reading passages, identifying vocabulary parts in text, creating a plot diagram, describing relationships and interdependence, and explaining the significance of characters and events.
3: Discovery and Survival
Unit 1: The Witch of Blackbird Pond
Lesson 1
Barbados to Connecticut
Students are instructed to read the first two chapters of The Witch of Blackbird Pond and then answer five specific comprehension questions about setting, plot events, and character background. Purpose-setting prompts ("How do discoveries cause change?", "What are the challenges of living in a different culture?") and discussion questions ask students to reflect on motives and cultural differences. Follow-up activities require students to take notes about Barbados, use vocabulary words in sentences about the chapters, and add the arrival date to a timeline, all of which require comprehension of the text.
Lesson 2
The Woods
Students are instructed to read Chapters 3 and 4 of the book and answer specific comprehension questions that check understanding of plot and character (e.g., how Kit was welcomed, why Mr. Wood was upset). Students are directed to read informational web links about the Connecticut Colony and to take notes in a journal about important things they learn. Activities require students to compare and contrast Barbados and Connecticut and to use their reading to create a painting and fill in comparison charts, providing clear purposes for reading.
Lesson 3
Meeting House
Students are instructed to read Chapters 5 and 6 and then answer specific comprehension questions about Kit's feelings, the argument between Reverend Bulkeley and Matthew Wood, and the identity of William Ashby. The lesson includes prompts (Ideas to Think About, Things to Know, and parent discussion questions) that set a purpose for reading and guide students to explain and discuss what they read. Students are asked to write personal narratives based on the reading, which requires them to understand and use details from the text.
Lesson 4
William
Students are instructed to read Chapters 7 and 8 and then answer targeted comprehension questions (e.g., questions #1-#3) about characters and events. Students are asked to summarize prior chapters and describe character differences, which gives them a clear purpose for reading. Students complete activities that require extracting and recording information from the text (listing daily chores, listing reasons for Royalist vs. free government).
Lesson 5
The Meadow
Students are instructed to "Read Chapter 9 and answer the following questions," and the four comprehension questions require students to explain differences in teaching styles, justify Kit's actions, and describe a character. Option 1 asks students to find a story, read it to family, assign parts, discuss how it should be acted, and practice the performance, which gives students a clear purpose for reading. The "Show, Don't Tell" activity uses a passage about Kit's actions and asks students to rewrite sentences to demonstrate understanding of character emotion and events.
Lesson 6
The Widow
Students are directed to read Chapters 10 and 11 and answer specific comprehension questions about character actions and events. Students complete a "Discoveries" chart recording three discoveries about the community, the Woods family, and themselves, which gives a clear reading purpose. Students read an informational passage about Quaker beliefs and complete a Venn diagram comparing Quakers and Puritans, and they create a vocabulary picture dictionary to deepen understanding of key words from the text.
Lesson 7
A Bird
Students are instructed to read Chapters 12 and 13 and then answer explicit comprehension questions (literal: What did Aunt Rachel give Kit; inferential: Nat says, 'A man is loyal to the place he loves.' What do you think this means?). Students complete Activity 2 by reading a short story about a bird, identifying a metaphor, comparing two things, and listing three parallels between Kit and the bird. The Parent Plan skills list includes "Understand the major ideas and supporting evidence in text" and "Draw conclusions or generalizations and support them with textual evidence," indicating students must use text evidence in their responses.
Lesson 8
New England in the Fall
Students read Chapters 14 and 15 and answer targeted comprehension questions (e.g., Why was Nat upset with Kit? What news upset Matthew Wood? How had William's position changed?), which requires extracting explicit information and meaning. Students analyze figurative language and imagery by underlining similes and circling personification in a descriptive passage and by noting sensory details that create mental images. Students make lists of the colonists' complaints from Chapter 15, discuss those complaints, and read their narrative writing aloud to demonstrate understanding and purpose in reading and responding to the text.
Lesson 9
Halloween in the Colonies
Students are instructed to read Chapter 16 and then answer five comprehension questions that require recalling events and character changes. Students are prompted to discuss whether they enjoy the book, name a favorite character and explain why, and to evaluate whether the title fits the book. Students are given an "Ideas to Think About" prompt about how human relationships change, which asks them to read for theme and deeper meaning.
Lesson 10
A Witch Hunt
Students are instructed to read Chapters 17 and 18 and then answer five direct comprehension questions that require recall and inference (e.g., why Matthew Wood did not seek help, how Kit rescues Hannah). An 'Ideas to Think About' prompt and discussion questions (e.g., Why do you think the townspeople blamed the sickness on Hannah?) guide students to read with a specific purpose. Activity 1 has students brainstorm causes, review given explanations, and select and justify three most-likely reasons, requiring them to interpret text and historical context to support their choices.
Lesson 11
The Trial
Students are instructed to finish the remaining chapters in the book and answer comprehension questions that ask for inference and explanation (Questions 1–4). Students make predictions before reading and later reflect on author's lessons and character outcomes, giving a clear purpose for reading. Students produce written arguments defending Kit with supporting evidence, showing they must read to understand events and motivations.
Final Project
Narrative Essay
Students are asked to "Read Kit's essay aloud and discuss the organization of the piece," which directs students to read a provided narrative and talk about its structure. Students are also instructed to "Read your essay aloud to your family" and to "listen as your child reads her essay aloud," indicating opportunities for oral reading and speaking with an audience. The activities require students to identify the introduction, body, and conclusion, which ties reading to purposeful comprehension of text organization.
Unit 2: The Invention of Hugo Cabret
Lesson 1
Train Station in Paris
Students are instructed to read Chapters 1–3 of The Invention of Hugo Cabret and then answer five comprehension questions (e.g., What was Hugo stealing? Where does Hugo live?). The lesson provides purpose-setting prompts under "Ideas to Think About" (How do artists use illustrations? What decisions does Hugo have to make?) and asks students to write a short story based on a picture, complete vocabulary activities, and participate in discussion questions about Hugo's choices. Students also complete activities (acrostic/itinerary, drawing, author interview) that require them to use information from the text and illustrations.
Lesson 2
Magic Tricks
Students are instructed to read Chapters 4–6 of the book and answer comprehension questions that check literal and inferential understanding (e.g., what Hugo pulled from the wall, his father's work, and how he died). Students write three before/after statements from Hugo's point of view and are asked to read those statements aloud to a listener, linking reading with purposeful expression. Students select an illustration and write text to replace it, practicing conveying the picture's meaning, tone, and voice to show understanding of the text.
Lesson 3
Memories
Students are asked to read Chapters 7-9 and answer comprehension questions (e.g., why Hugo guarded his notebook, why he chose a book), which requires reading for understanding. Students are prompted to summarize prior events and to write a memory with emotional and detailed description, showing purposeful reading-to-write connections. Students read multiple pages of a Hans Christian Andersen excerpt and complete a "Two Versions" graphic organizer comparing original and revised versions, which requires analyzing meaning, characters, setting, events, and message.
Lesson 4
The Key
Students are directed to "Read the remaining chapters in Part 1 of the book, then answer the questions," which requires reading for comprehension. Students make and confirm predictions (Activity 2) and answer specific comprehension questions about plot details (Questions #1-#5), demonstrating purpose-driven reading. Students practice oral reading and expressive delivery by making oral presentations, reciting with clear diction, and practicing storytelling aloud using appropriate voice, tone, and body language.
Lesson 5
A Box
Students are instructed to read Chapters 1–4 and answer specific comprehension questions about characters, events, and discoveries, which requires reading with a clear purpose and demonstrating understanding. Students complete vocabulary activities that ask them to locate sentences in the text, infer word meanings from context and affixes, and verify definitions, reinforcing comprehension of the passages they read. Students research Georges Méliès, take factual notes, and compare those facts to the story, which requires them to synthesize and understand the text in relation to external information.
Lesson 6
Prometheus
Students are asked to read Chapters 5-8 of the book and to read the included Student Activity Page passages (including "Prometheus and the Story of Fire"). Students answer specific comprehension questions about plot and character, retell the myth after hearing it, and complete written activities (Purpose; Two Thieves?) that require them to explain themes and compare characters. Students also watch related film scenes and then write or discuss how ideas connect, demonstrating reading for understanding and thematic analysis.
Lesson 7
Six Months Later
Students are asked to finish reading the book and answer specific comprehension questions (e.g., what Hugo discovered, how he was saved, Isabelle's talent). Students create a movie poster and write an exciting synopsis to share with viewers, then compare their synopsis to the actual movie trailer, giving a clear purpose for reading and interpreting the text. Students complete analytical activities (a "Discoveries" organizer and a Book Award evaluation) that require them to identify character discoveries, explain changes, and justify why a picture book deserves an award, demonstrating comprehension of the text.
Final Project
Hugo Mini-Projects
Students are asked to "Select and read a Greek myth; explain its lesson or moral" (Mythology Activity 1), which explicitly requires reading with a purpose and demonstrating understanding. Parent directions tell adults to "make sure she selects a version of the myth that she can understand," supporting selection of an on-level text. Additional tasks—locating books and websites for research and choosing a book scene to design a storyboard—require students to read informational and narrative texts and use that understanding to complete the assigned products.
Unit 3: The Ballad of Lucy Whipple
Lesson 1
From Massachusetts to California
Students read Chapter 1 and Chapter 2 of The Ballad of Lucy Whipple and are instructed to read the Author's Note aloud. Students answer targeted comprehension questions (what happened to California's dad; how California feels about living in California; why she changes her name) and write a 6–8 sentence journal entry imagining being a pioneer. Students complete vocabulary matching and a picture-guessing vocabulary game and research questions about the California Gold Rush to support contextual understanding and purpose for reading.
Lesson 2
Change
Students are instructed to read Chapters 3 and 4 and answer targeted comprehension questions that require recall and inference (e.g., tasks about Lucy's job, feelings about California, and her Pa's choices). Students complete interpretive activities such as listing five changes in Lucy's life and mapping the family's route from Massachusetts to California, which require synthesizing textual information and understanding theme and setting. The Parent Plan explicitly lists skills students should practice, including identifying and interpreting major themes and making inferences from the novel.
Lesson 3
An Entrepeneur
Students are asked to read Chapters 5 and 6 and then answer specific comprehension questions (e.g., what Lucy discovered, who Snowshoe is, and why Lucy wants to save money). Students are given 'Ideas to Think About' and discussion prompts that set a clear purpose for reading (Lucy's plan to return to Massachusetts) and are asked to reflect on what they learned in the wrapping-up section. Students complete related activities (synonym identification, journal brainstorming about entrepreneurship) that require understanding of the passage's content.
Lesson 4
A Ballad
Students are instructed to "Read Chapters 7 and 8 and answer the following questions," which requires reading text and answering literal and inferential comprehension questions. The "Ideas to Think About" prompt and the discussion/wrapping-up questions give students a purpose for reading and prompt them to reflect on meaning. Students are also asked to reread the "Ballad of Rattlesnake Jake" and then write their own ballad, which requires them to engage with and demonstrate understanding of the poem's content and form.
Lesson 5
A New Friend
Students are instructed to "Read Chapters 9 and 10 and answer the questions below," and they respond to specific comprehension questions about plot details (e.g., what Lucy is doing with the books, who Joe is, and the significance of his name). Students are given an "Ideas to Think About" prompt about how African Americans struggled, and discussion questions prompt students to explain prejudice and Joe's life, which sets a reading purpose and asks for understanding. The Reading and Questions section and follow-up discussion tasks require students to extract information and reflect on meaning from the text.
Lesson 6
Clyde Claymore
Students are asked to read Chapters 11 and 12 and to create one of each type of comprehension question (In the Text, Think and Search, Reader and Author, On My Own), which directs reading with a clear purpose. Students are instructed to monitor comprehension by asking questions and to review the four types of questions they developed, indicating attention to understanding. The Skills list explicitly includes "Monitor comprehension by asking questions" and "Ask different types of questions," which students practice through written responses.
Lesson 7
Loss
Students are instructed to read Chapters 13 and 14 and then answer comprehension questions, giving a clear purpose for reading. Students are asked to summarize previously read chapters and respond to specific questions (e.g., Who is Cora? What worried Butte?), which requires understanding of the text. Students also engage in activities that require connecting text events to personal experience and applying meanings of idioms from the text.
Lesson 8
Fire!
Students are asked to read Chapters 15 and 16 and answer specific comprehension questions (e.g., how Brother Clyde reminded Lucy of her father; what happened to the town). Students are prompted to write a summary of Chapter 16, alternating sentence lengths, which requires them to extract main ideas and restate them. Students discuss favorite characters and reasons, and write a personal letter reflecting on events, all of which require reading with a purpose and demonstrating understanding of the text.
Lesson 9
The Sandwich Islands
Students are instructed to read Chapter 17 and Chapter 18 and then answer specific comprehension questions (e.g., Lucy's and her mother's plans, Clyde's savings), which requires understanding key plot details. Students complete activities that ask them to identify character traits, infer motivations, and draw conclusions about characters, demonstrating purposeful reading to gather evidence. Students record seasonal threats from the text and write imagined questions and answers for Lucy, applying comprehension to interpret events and perspectives.
Lesson 10
A Library
Students are instructed to finish reading the novel and answer explicit comprehension questions (e.g., which character they enjoyed, whether Lucy made the right decision, what Lucy's job will be). Students complete activities that require comprehension with purpose, such as identifying four cause-and-effect relationships in the flap book and describing how Lucy changes from beginning to end using a graphic organizer. Discussion prompts and the 'Ideas to Think About' section ask students to consider themes and effects of change, giving a clear purpose for reading and reflecting on meaning.
Final Project
Persuasive Essay
Students are instructed to read an example five-paragraph persuasive essay titled "Recycling" before writing their own, including explicit prompts to "read the introductory paragraph from the 'Recycle' essay" and to "first read the body paragraphs from the 'Recycling' essay." Students are also directed to read their finished essay aloud to their family as part of the wrapping-up activity. The organizer and modeled text are used so students can identify structure and content to inform their writing.
4: Systems
Unit 1: A Wrinkle in Time
Lesson 1
A Unique Family
Students are instructed to read Chapter 1 of A Wrinkle in Time and then answer specific comprehension questions about Meg, her family, and Charles Wallace. Students are asked to record elements of science fiction from the novel on an activity chart as they read, which directs them to find text-based evidence. Students complete vocabulary exercises (prefixes/suffixes and word-meaning tables) and review those definitions to support understanding of the text.
Lesson 2
Calvin
Students are directed to read Chapter 2 of A Wrinkle in Time and then answer specific comprehension questions (e.g., interpreting dialogue, explaining character behavior, identifying a character's job, and motives). Students complete a "Characterizing Meg" graphic organizer in which they write three traits and provide three pieces of textual evidence for each trait. Students respond to discussion prompts and summarize how Meg's family functions, demonstrating reading for a stated purpose (to learn about Meg and her family) and checking understanding through written and oral tasks.
Lesson 3
Mrs. Whatsit, Mrs. Who, and Mrs. Which
Students are asked to read Chapter 3 and then answer four specific comprehension questions that require recall and inference (predicting Mrs. Whatsit's purpose, explaining Calvin's feelings, reporting government information, and describing family roles). Students make predictions and discuss enjoyment of the book, which gives them a clear purpose for reading. Students complete activities that use direct quotes from the novel for fill-in-the-blank practice and explain/illustrate complex ideas from the chapter, requiring interpretation and communication of meaning.
Lesson 4
Tesser
Students are instructed to read Chapter 4 of the novel and then answer specific comprehension questions about setting, character actions, and key vocabulary (e.g., what it means to 'tesser'). Students are asked to add examples to an "Elements of Science Fiction" page and discuss which character is their favorite and why, directing reading with a clear purpose. Students analyze descriptive language (underline interesting words/phrases and illustrate the creature) and complete a story map and protagonist activities that require extracting and organizing textual information to show understanding.
Lesson 5
The Thing
Students are directed to read Chapter 5 and then answer three explicit comprehension questions about tessering, two-dimensional planets, and what the children learned about Earth. Students are asked to reread the section where Mrs. Whatsit describes the five dimensions, analyze images, write a journal response relating the theory to the title, and explain the five dimensions aloud to a sibling or parent. Students complete activities that require them to identify historical figures who fought the Dark Thing and explain their choices, encouraging recall and interpretation of text content.
Lesson 6
Camazotz
Students are instructed to "Read Chapter 6 of the book and then answer the following questions," providing direct comprehension tasks (questions about Mrs. Whatsit, talismans, and reasons for visiting Camazotz). Parent prompts ask students to explain how characters are growing and changing, and to read aloud and compare original and elaborated sentences, which directs reading with a purpose. Additional activities — elaboration, vocabulary crossword, and creating an antagonist — require students to interpret text details and use understanding to complete related tasks.
Lesson 7
Man with the Red Eyes
Students are instructed to read Chapter 7 and then answer specific comprehension questions that target plot, character feelings, and cause/effect (Questions 1–5). Students practice summarizing by reading and circling transitional words in a provided summary and are reminded that a summary contains the main idea and significant details. Students edit and rewrite a paragraph for verb tense, plurals, and transitions, reinforcing understanding of what happened and how to express it coherently.
Lesson 8
Father
Students are instructed to read Chapters 8 and 9 and then answer specific comprehension questions, requiring them to recall details (e.g., where Meg's father was found, what the Thing on the dais was). The Parent Plan Skills explicitly tells students to "Read for varied purposes" (to be informed, entertained, appreciate craft, discover models) and to "Make and confirm predictions" and "Offer observations, make connections, react, speculate, and interpret in response to text." Activities such as adding to an "Elements of Science Fiction" page and discussing wrap-up questions require students to demonstrate understanding and read with purpose.
Lesson 9
The Beasts
Students are directed to read Chapters 10 and 11 and then answer specific comprehension questions (e.g., how Meg's father ended up on Camazotz; how the beasts helped Meg). The Parent Plan lists the skill "Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for one's own writing," which frames purposeful reading. Follow-up activities (theme graphic organizers, describing the beasts without visual cues, and discussion questions) require students to demonstrate understanding and analyze text evidence.
Lesson 10
Love
Students are instructed to finish reading Chapter 12 of the novel and the opening statement sets a clear purpose: to learn the fate of the characters. Students answer specific comprehension questions (e.g., why Mrs. Whatsit could not permit Calvin and Meg's father to go back; why Meg had to go; what Meg had that IT did not), requiring understanding of plot and character motives. Parents are prompted to ask students about favorite parts and which character they identify with, and wrap-up questions ask students to explain how Meg rescued Charles Wallace, supporting purpose-driven discussion and comprehension.
Unit 2: Lincoln
Lesson 1
Who Was He?
Students are instructed to read Chapter 1 of a photobiography and to pay close attention to pictures and captions, which directs reading with a clear purpose. Students complete a KWL chart (K/W/L) that requires them to set goals for reading and then record what they learned, making purpose explicit. Students answer specific comprehension questions, copy sentences for vocabulary, and place events on a timeline, all requiring them to extract and record meaning from the text.
Lesson 2
Childhood
Students are directed to "Read Chapter 2, 'A Backwoods Boy,' and then answer the questions below," and they answer literal and inferential comprehension questions about Lincoln's experiences. The Skills section explicitly lists "Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for the reader's own writing," which frames purposeful reading. Activities ask students to identify elements of a biography and to collect and explain examples of expository writing, requiring demonstration of understanding of text features and purpose.
Lesson 3
A Lawyer and Politician
Students are instructed to "Read Chapter 3, 'Law and Politics,' and then answer the questions below," and three comprehension questions require students to identify key people, differences between parties, and character reactions. Students are asked to discuss a specific learning purpose—learning about Lincoln's early career and how he met his wife—before reading. Students apply their understanding to tasks that depend on comprehension, including completing a Venn diagram comparing state and federal government and writing two sentences about the book that contain participle phrases.
Lesson 4
Slavery
Students are instructed to read Chapter 4, "Half Slave and Half Free," and then answer specific comprehension questions about Lincoln's fears, the Dred Scott case, and Douglas's views, requiring them to extract and explain key ideas. The reading task is tied to a clear purpose—gathering information to answer questions and to inform a speech—so students read the on-level text with an explicit goal and produce evidence of understanding.
Lesson 5
Emancipation
Students read Chapter 5, "Emancipation," and answer direct comprehension questions about why Lincoln traveled secretly, what happened at Bull Run, and the death of Lincoln's son. Students read an excerpt of the Emancipation Proclamation and are instructed to underline three important sentences, copy them into a journal, and explain their significance. Students read two short biographies about Frederick Douglass, take note cards of important events, write a biopoem, and create a Venn diagram comparing Douglass and Lincoln to show understanding.
Lesson 6
Civil War
Students are directed to read Chapter 6, "This Dreadful War," and then answer five specific comprehension questions about the text. Students read the Gettysburg Address, circle powerful words and phrases, and memorize and recite the first sentence aloud. Students write a letter from the perspective of a slave and summarize answers from an interview, using reading to inform their written responses and demonstrate understanding.
Lesson 7
Assassination
Students are instructed to read the last chapter of the book about Abraham Lincoln and answer five specific factual questions (who, where, what happened, burial, items found) that check comprehension. Students complete a 5 W's graphic organizer and then write a short newspaper report about Lincoln's assassination, tasks that set a clear purpose for reading and require understanding of key details. Students are also directed to reread their newspaper article and to read example newspaper articles before writing, reinforcing purposeful, comprehension-focused reading.
Lesson 8
Words and Memories
Students read quotes from Lincoln's speeches and writings (Activity 1), copy a selected quote, and answer four comprehension and reflection questions about meaning and effectiveness. Parents are instructed to have the child read the recorded quote aloud and discuss its meaning and significance. Students locate and read information on a website about a Lincoln historic site to create an informative flyer (Activity 2) and consult a timeline to select and record important events in Lincoln's life (Activity 3), showing reading with purpose and comprehension.
Unit 3: Independent Study
Lesson 2
Select a Topic
Students are instructed to look through nonfiction books or magazines to brainstorm topic ideas, which requires reading to locate potential topics. The KWL chart directions ask students to record what they already know, what they want to find out, and what they learned, implying students will read sources and extract information. Student activity pages include written directions and prompts (e.g., "Narrowing Down the Topic" and "My Topic") that students must read and respond to for planning their research.
Lesson 3
Developing Questions
Students read guidelines about what makes a good research question and evaluate example questions by marking checks or Xs, which requires reading for a purpose and demonstrating understanding. Students read a sample research chart and a modeled '3 Big Questions' example about lemurs and extract details to organize their own questions. Students read prompts and instructions that guide them to write three big questions and supporting details, using comprehension of the examples to plan their research.
Lesson 4
Finding Information
Students read a short informational article about lemurs and are instructed to read each paragraph, underline information related to the guiding question and subtopics, and add important details to a chart (Activity 4). Students locate and read glossary definitions and use the table of contents and index to find relevant pages in books (Activities 2 and 3). Students use encyclopedia excerpts and other short sections to add notes in their own words and organize information on research charts and a bibliography (Activities 4, 5, and 7).
Lesson 5
Writing Your Report
Students read model text examples (introduction, body paragraphs, and conclusion) and are instructed to "Read the following introductory paragraph" and "read these" body paragraphs before writing their own. Students are told to refer to the Handy Guide to Writing and to review the Independent Study Rubric, providing a reading purpose for those texts. Students are instructed to read their own paper three times with distinct purposes (organization, mechanics, ideas), which directs reading for understanding.
Lesson 6
Developing a Product
Students are asked to read and choose from the "Product Options" page and answer questions about how the product will deliver information, which requires reading for a purpose. Students are instructed to list factual information to include and to read or explain their finished product to an audience, practicing the presentation until it is well rehearsed. Students also must check off steps and follow directions on the "Preparing for the Product" page, which requires reading and using written instructions to complete their work.