Enrolling Now for 2026-27 School Year.
Enrolling Now for 2026-27 School Year.
Dear Learning Coach,
Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their ELA 2 and Word Study 2 courses.
Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all the course’s elements.
The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following:
CCA wishes you and your learner a terrific school year!
Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course.
In ELA 2 and Word Study 2, your learner will build upon phonological awareness and phonics skills from Kindergarten and Grade 1. They will ask and answer questions about texts and use graphic organizers to complete writing assignments. By the end of the year, your learner will be able to:
Lesson Components:
Each day, your learner will spend approximately 90 minutes completing an English Language Arts lesson. Some days may take less time, while other days may take a little more time. The lesson does not need to be completed in one sitting. Encourage your learner to take short breaks as they need.
This section will help you to understand how your learner’s course is structured in edio.
English Language Arts 2 is separated into ELA 2 and Word Study 2.
See examples below.
Lesson Bundling:
Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day.
1. Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher.
2. Unit Overview: Each unit will include a unit overview. This describes what your learner will learn in the unit and how many assessments the unit will have.
3. Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers learners tips to be successful in the course, such as study tips, important software information, safety reminders, and more.
4. Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding about key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment.
Each lesson has its own components to help guide your learner through the lesson.
1. Lesson Overview: At the beginning of every lesson, your learner will see the lesson overview. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length.
2. Engage: The first section of the lesson is Engage. In this section, learners will be introduced to the lesson by making a connection to past and present knowledge and will get ready for the lesson’s instruction.
3. Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson.
4. Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions.
5. Wrap Up: This section recaps the day’s objectives and prepares learners for a future lesson or assessment.
The course includes assignments and projects. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments and projects include these components.
1. Assessment Overview: At the beginning of each assessment, your learner will see the assessment overview. This section contains the goals of the assessment, materials your learner will need, length of the assessment, and directions for completion.
2. Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics.
3. Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work.
4. Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and their work habits.
In addition to assignments and projects, this course also includes quizzes, tests, and exams.
This course includes and uses unique features such as:
English Language Arts Kit: Learners will receive a kit that includes activity books, texts required for lessons, and other materials needed for learning English language arts skills.
English Language Arts Activity Books: Learners will receive the following activity books that will be used throughout the course: Word Study Activity Book, Reading Activity Book, and Writing Activity Book. Each activity book includes pages to be completed during lessons. The activity books also include additional resources to help learners better understand the content and skills.
Writer’s Notebook: Learners will have access to a Writer’s Notebook as part of the Writing Activity Book. This includes important writing strategies, additional resources, and guidance to support what they are learning in their lessons.
Writing Assignments: Learners will complete multiple writing assignments in this course. They will use grammar skills and writing skills learned throughout the course in their writing assignments.
Free Write Submissions: Throughout the course, learners will have the opportunity to engage in writing activities of their own choice and submit these free writes.
Anchor Texts: Learners will receive a collection of fiction and nonfiction texts. These are referred to as anchor texts. These reading resources will be used to develop reading, listening, and comprehension skills.
Decodable Texts: Learners will receive a collection of decodable texts. These reading resources come in Set 1, Set 2, Set 3 and Set 4.
Daily Grammar: Learners will have Daily Grammar activities in their writing lessons. They will complete these pages to practice grammar skills in lessons.
On My Own: This is a part of lesson bundles. Learners will be prompted to do one independent activity each day. The activities will range from independent reading, typing practice, or using Raz-Kids.
Keyboarding Without Tears: This online program helps learners practice and develop their keyboarding skills. The program features a variety of typing games and exercises to teach basic keyboarding skills.
Integrated with Science and Social Studies (K–5): Learners will read a variety of fiction and nonfiction texts that closely align with science and social studies concepts. The topics read in the texts will be reinforced in the science and social studies courses.
edioReader: Learners can interact with digital texts through edioReader, an eReader application. Embedded directly in the lesson content, edioReader allows learners to read or listen to digital texts. Learners will be able to interact with each text by using features such as a key word search, zoom in to increase the font size, take and store notes, highlight the pages, and bookmark their spot in the text.
|
Anchor Texts |
Decodable Text Collection Set 1 |
|
|
Sloth at the Zoom |
Unit 1 |
Kids and Dads A Jet for Bugs |
|
Set 1 |
||
|
Being a Good Citizen Helping Mayor Patty Diplomacy Makes a Difference |
Unit 2 |
I Want to Ask Blake’s Quest A Mole’s Home |
|
Set 2 |
||
|
The Nature of Matter Curious Pearl Explains States of Matter Fallingwater: The Building of Frank Lloyd Wright’s Masterpiece |
Unit 3 |
The Thrift Shop Would You Like to Live on a Ship? Save the Cranes |
|
Set 2 |
||
|
Map My Planet Kiyoshi’s Walk Marvelous Cornelius Shaping Our Environment |
Unit 4 |
Show Goat Sunny Valley Tea Time Fried Pies Lewis’s New Stool |
|
Set 3 |
||
|
Pollination Grandma Lena’s Big Ol’ Turnip Habitats |
Unit 5 |
A Camping Tale The Meeting The Wren’s Nest |
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Set 3 |
||
|
On the Farm, At the Market Why Does Money Matter? Milton Hershey’s Sweet Idea |
Unit 6 |
Film Night Art The Longest Night |
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Set 4 |
||
|
What Shapes the Land The Boy Who Grew a Forest Song of the River Glaciers |
Unit 7 |
Cow’s Day Out Strength in Numbers Moon Land A Birthday Game |
|
Set 4 |
||
|
Can We Ring the Liberty Bell? A is for America Pedro and the Dragon |
Unit 8 |
Meet a Misfit: Pangolin Road Trip Careers in Our Town Time to Celebrate |
Unit Overview
In this unit, learners will read and spell closed-syllable words with short vowels and suffix –s. They will read and spell common high-frequency words. Learners will practice Internet safety and digital citizenship. Learners will practice writing skills and demonstrate the use of singular and plural nouns and verbs in writing.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What word am I saying: /s/ /t/ /o/ /p/? (stop)
Segment the word “bug” into all its sounds. (/b/ /u/ /g/)
Repeat with other simple words.
What does it mean to be safe on the Internet?
How have your writing skills changed since last year?
Unit Notables
When helping your learner spell words, ask them to segment the word into all its sounds. You may segment the word for them. Then, tell them to write the letters that spell each sound.
For example, your learner wants to spell “purple.” Ask them to segment the word into its sounds or do it for them. (/p/ /er/ /p/ /ul/. Ask them to write the letter or spelling for each sound. If they have not been taught the spelling yet, you may say, “the /er/ sound is spelled as ur in this word.”
Kit Materials
Anchor Texts, coloring tools, DecodableText Collection Set 1, dry erase marker, ELA Activity Books, eraser, letter tiles, magnetic counters, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell closed-syllable words with short vowels and suffix –s. They will read and spell common high-frequency words. Learners will practice Internet safety and digital citizenship. Learners will practice writing skills and demonstrate the use of singular and plural nouns and verbs in writing.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What word am I saying: /s/ /t/ /o/ /p/? (stop)
Segment the word “bug” into all its sounds. (/b/ /u/ /g/)
Repeat with other simple words.
What does it mean to be safe on the Internet?
How have your writing skills changed since last year?
Unit Notables
When helping your learner spell words, ask them to segment the word into all its sounds. You may segment the word for them. Then, tell them to write the letters that spell each sound.
For example, your learner wants to spell “purple.” Ask them to segment the word into its sounds or do it for them. (/p/ /er/ /p/ /ul/. Ask them to write the letter or spelling for each sound. If they have not been taught the spelling yet, you may say, “the /er/ sound is spelled as ur in this word.”
Kit Materials
Anchor Texts, coloring tools, DecodableText Collection Set 1, dry erase marker, ELA Activity Books, eraser, letter tiles, magnetic counters, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with consonant blends, consonant digraphs, and long vowels with silent e. They will read and spell common high-frequency words. Learners will identify the main topic of informational texts. They will use the Five Finger Retell strategy. Learners will correctly structure sentences. They also will understand parts of a letter and begin to write one.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “lip.” Add /s/ to the beginning and the word is . . .? (slip)
Name at least one word that rhymes with ____. (cat/splat, sand/stand, etc.)
How do text features help me better understand the information in a text?
What new vocabulary words could you use in your everyday conversations?
Unit Notables
In this unit, learners will read words that begin with consonant blends dr and tr. The spoken sounds can often sound like they should be spelled as jr and chr. Remind your learner that the spellings are in fact, dr and tr (such as in “drop” and “trip.”)
The ending blend nk sounds like /ng/ + /k/. A single n stands for the /ng/ sound (such as in “bank.”)
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 1, dry erase marker, ELA Activity Books, eraser, letter tiles, mirror, magnetic counters, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with consonant blends, consonant digraphs, and long vowels with silent e. They will read and spell common high-frequency words. Learners will identify the main topic of informational texts. They will use the Five Finger Retell strategy. Learners will correctly structure sentences. They also will understand parts of a letter and begin to write one.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “lip.” Add /s/ to the beginning and the word is . . .? (slip)
Name at least one word that rhymes with ____. (cat/splat, sand/stand, etc.)
How do text features help me better understand the information in a text?
What new vocabulary words could you use in your everyday conversations?
Unit Notables
In this unit, learners will read words that begin with consonant blends dr and tr. The spoken sounds can often sound like they should be spelled as jr and chr. Remind your learner that the spellings are in fact, dr and tr (such as in “drop” and “trip.”)
The ending blend nk sounds like /ng/ + /k/. A single n stands for the /ng/ sound (such as in “bank.”)
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 1, dry erase marker, ELA Activity Books, eraser, letter tiles, mirror, magnetic counters, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with consonant digraphs, consonant blends, and long a vowel teams. They will also learn spelling rules regarding suffixes –s, –es, –ed, and –ing. They will read and spell common high-frequency words. Learners will explore how a story is structured and understand the sequence of events in a story. Learners will engage in creating lists. They also will use transition words in writing.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Blend the syllables to make the whole word: im-por-tant (pause between syllables)
Segment the word “November” into its syllables. (No-vem-ber)
How can I use text evidence to help answer questions about what I read?
What do you enjoy most about free writes?
Unit Notables
In this unit, learners will create a brochure full of facts they have learned.
The 1-1-1 Doubling Rule helps learners understand that doubling the consonant before adding suffixes –ed and –ing helps readers know the vowel is short. For example, readers can tell the difference in vowel sounds between “tapping” and “taping.”
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 2, dot cube, dry erase marker, ELA Activity Books, eraser, glue, magnetic letter tiles, magnetic counters, scissors, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with consonant digraphs, consonant blends, and long a vowel teams. They will also learn spelling rules regarding suffixes –s, –es, –ed, and –ing. They will read and spell common high-frequency words. Learners will explore how a story is structured and understand the sequence of events in a story. Learners will engage in creating lists. They also will use transition words in writing.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Blend the syllables to make the whole word: im-por-tant (pause between syllables)
Segment the word “November” into its syllables. (No-vem-ber)
How can I use text evidence to help answer questions about what I read?
What do you enjoy most about free writes?
Unit Notables
In this unit, learners will create a brochure full of facts they have learned.
The 1-1-1 Doubling Rule helps learners understand that doubling the consonant before adding suffixes –ed and –ing helps readers know the vowel is short. For example, readers can tell the difference in vowel sounds between “tapping” and “taping.”
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 2, dot cube, dry erase marker, ELA Activity Books, eraser, glue, magnetic letter tiles, magnetic counters, scissors, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with long vowel spellings. Learners will learn more spelling rules for adding suffixes including dropping silent e and changing yto i. They will read and spell common high-frequency words. Learners will explore the voice of a character and understand the use of dialogue. Learners also will write several types of poetry.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Why should you drop the silent e before adding –ed or –ing to a base word?
How can a graphic organizer help you?
Which character in the stories you have read are you most like? How so?
Unit Notables
It is often hard for young learners to know which vowel spelling to use in a word (ee or ea?). Spelling rules and generalizations are taught, but repeated reading and spelling practice are key for long-term memory.
In this unit, learners will learn to use the RACES strategy. It would be beneficial for learners to have the RACES strategy posted in their workspace, if possible.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 2, dry erase marker, ELA Activity Books, eraser, letter tiles, magnetic counters, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with long vowel spellings. Learners will learn more spelling rules for adding suffixes including dropping silent e and changing yto i. They will read and spell common high-frequency words. Learners will explore the voice of a character and understand the use of dialogue. Learners also will write several types of poetry.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Why should you drop the silent e before adding –ed or –ing to a base word?
How can a graphic organizer help you?
Which character in the stories you have read are you most like? How so?
Unit Notables
It is often hard for young learners to know which vowel spelling to use in a word (ee or ea?). Spelling rules and generalizations are taught, but repeated reading and spelling practice are key for long-term memory.
In this unit, learners will learn to use the RACES strategy. It would be beneficial for learners to have the RACES strategy posted in their workspace, if possible.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 2, dry erase marker, ELA Activity Books, eraser, letter tiles, magnetic counters, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with spelling patterns including short oo, soft c and g, and silent letter combinations. They will also read and spell compound words and contractions. They will read and spell common high-frequency words. Learners will identify and understand the purpose of a narrator. They will compare and contrast two versions of the same story. Learners also will develop topics using facts, details, definitions, and quotations.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What can you do to become a more fluent reader?
How does information that you gain from a text add to your understanding of a topic?
Unit Notables
In this unit, learners will use a graphic organizer to brainstorm ideas for a writing topic. You might consider keeping this graphic organizer in a plastic sheet so that it does not get torn.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 3, dot cube, dry erase marker, ELA Activity Books, eraser, letter tiles, magnetic counters, scissors, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with spelling patterns including short oo, soft c and g, and silent letter combinations. They will also read and spell compound words and contractions. They will read and spell common high-frequency words. Learners will identify and understand the purpose of a narrator. They will compare and contrast two versions of the same story. Learners also will develop topics using facts, details, definitions, and quotations.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What can you do to become a more fluent reader?
How does information that you gain from a text add to your understanding of a topic?
Unit Notables
In this unit, learners will use a graphic organizer to brainstorm ideas for a writing topic. You might consider keeping this graphic organizer in a plastic sheet so that it does not get torn.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 3, dot cube, dry erase marker, ELA Activity Books, eraser, letter tiles, magnetic counters, scissors, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with unique long vowel patterns, vowel-r spellings, broad a spellings, and common prefixes and suffixes. They will read and spell common high-frequency words. Learners will summarize stories using details from the text. They will explore biographies, scientific texts, and historical texts. Learners will write compound sentences and use commas when writing. They also will write an opinion piece.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “snack.” Without /n/, what is the new word? (sack) Repeat with other words that have beginning consonant blends.
What is something new that you learned while reading the texts in this unit?
Why is it important to revise your writing?
Unit Notables
In this unit, learners identify major events in a biography. Your learner may struggle with determining which events are major. Guide them through this process.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 3, dry erase marker, ELA Activity Books, eraser, highlighter, letter tiles, magnetic
counters, spiral notebook, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with unique long vowel patterns, vowel-r spellings, broad a spellings, and common prefixes and suffixes. They will read and spell common high-frequency words. Learners will summarize stories using details from the text. They will explore biographies, scientific texts, and historical texts. Learners will write compound sentences and use commas when writing. They also will write an opinion piece.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Say “snack.” Without /n/, what is the new word? (sack) Repeat with other words that have beginning consonant blends.
What is something new that you learned while reading the texts in this unit?
Why is it important to revise your writing?
Unit Notables
In this unit, learners identify major events in a biography. Your learner may struggle with determining which events are major. Guide them through this process.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 3, dry erase marker, ELA Activity Books, eraser, highlighter, letter tiles, magnetic
counters, spiral notebook, ten-frame whiteboard, whiteboard
Household Materials
blank paper
Unit Overview
In this unit, learners will read and spell words with diphthong vowel spellings as well as final consonant-le spellings. They will also read and spell irregular plural nouns and multisyllabic words. They will read and spell common high-frequency words. Learners will determine the message of a story. They will also explore points of view of characters. Learners will write statements, questions, and other types of sentences. They will use dialogue when writing a story.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Do you use ou or ow at the end of a word or syllable? Do you use oi or oy at the end of a word or syllable?
What was the most interesting thing that you learned in this unit?
Unit Notables
Understanding syllables helps learners read and spell multisyllabic words. A syllable is a part of a word with a vowel sound. When reading, learners should learn to look for familiar parts: syllables. Then, they blend the syllables to read the whole word. When spelling, learners should segment, or break, the word into syllables. Then, they spell each syllable to spell the whole word.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 4, dry erase marker, ELA Activity Books, eraser, glue, highlighter, letter tiles, magnetic counters, paper clip, scissors, spiral notebook, sticky notes, timer, ten-frame whiteboard, whiteboard or a piece of paper
Household Materials
none
Unit Overview
In this unit, learners will read and spell words with diphthong vowel spellings as well as final consonant-le spellings. They will also read and spell irregular plural nouns and multisyllabic words. They will read and spell common high-frequency words. Learners will determine the message of a story. They will also explore points of view of characters. Learners will write statements, questions, and other types of sentences. They will use dialogue when writing a story.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
Do you use ou or ow at the end of a word or syllable? Do you use oi or oy at the end of a word or syllable?
What was the most interesting thing that you learned in this unit?
Unit Notables
Understanding syllables helps learners read and spell multisyllabic words. A syllable is a part of a word with a vowel sound. When reading, learners should learn to look for familiar parts: syllables. Then, they blend the syllables to read the whole word. When spelling, learners should segment, or break, the word into syllables. Then, they spell each syllable to spell the whole word.
Kit Materials
Anchor Texts, coloring tools, Decodable Text Collection Set 4, dry erase marker, ELA Activity Books, eraser, glue, highlighter, letter tiles, magnetic counters, paper clip, scissors, spiral notebook, sticky notes, timer, ten-frame whiteboard, whiteboard or a piece of paper
Household Materials
none
Unit Overview
In this unit, learners will read and spell multisyllabic words including words with common prefixes and suffixes. They will read and spell common high-frequency words. Learners will connect and summarize story events. Learners also will read and compare and contrast informational texts. Learners will use the past, present, and future tense of verbs. They will write an introduction and conclusion to a topic.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What should do you when you are trying to read a long word? (look for familiar parts such as syllables, prefixes, or suffixes)
Think of your favorite book. What are some ways your favorite book compares or contrasts to another text you read?
You have learned a lot this year. What do you hope to continue working on for next year?
Unit Notables
In this unit learners will explore the word “fabulous.” They will share why they think the author uses this word and then find something within their home that is fabulous.
Kit Materials
Anchor Texts, coloring tools, dot cube, Decodable Text Collection Set 4, dry erase marker, ELA Activity Books, eraser, magnetic counters, paper clip, spiral notebook, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
none
Unit Overview
In this unit, learners will read and spell multisyllabic words including words with common prefixes and suffixes. They will read and spell common high-frequency words. Learners will connect and summarize story events. Learners also will read and compare and contrast informational texts. Learners will use the past, present, and future tense of verbs. They will write an introduction and conclusion to a topic.
Unit Assessments
Quiz _________________________
Test _________________________
Assignment ________________
Project _____________________
Exam _______________________
Have your learner identify which assessment type they see in their unit. Check all that apply.
Unit Discussion Questions
What should do you when you are trying to read a long word? (look for familiar parts such as syllables, prefixes, or suffixes)
Think of your favorite book. What are some ways your favorite book compares or contrasts to another text you read?
You have learned a lot this year. What do you hope to continue working on for next year?
Unit Notables
In this unit learners will explore the word “fabulous.” They will share why they think the author uses this word and then find something within their home that is fabulous.
Kit Materials
Anchor Texts, coloring tools, dot cube, Decodable Text Collection Set 4, dry erase marker, ELA Activity Books, eraser, magnetic counters, paper clip, spiral notebook, sticky notes, ten-frame whiteboard, whiteboard
Household Materials
none
Enrolling Now for 2026-27 School Year.
