• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Focus attention

  • Recognize that attention helps us learn and stay safe

  • Improve skills with practice and effort

  • Understand that mistakes are part of learning
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Reading

Unit: 1 We are Readers

• Readers will develop concepts of print. 

• Readers will develop early reading behaviors and identities. 

Unit 2: Super Powers: Reading with Print Strategies

• Readers will practice one-to-one correspondence in familiar texts. 

• Readers will use a combination of strategies to read unfamiliar texts. 

• Readers will work to make their voices smoother and to communicate their understanding of the text. 

Writing

Unit 1: Launching the Writing Workshop 

• Writers learn to live like a writer by putting their ideas on paper and developing independence through problem-solving and perseverance. 

Unit 2: Show and Tell Writing

• Writers show and tell things that are important to them by labeling pictures and revising to add more. 

• Writers write books about places they love by thinking about what part goes on what page and writing longer labels with phrases. 

• Writers write pattern books by writing sentences across pages and using high-frequency words. 

Phonics

Unit 1: Making Friends with Letters

• Students study their own name and their classmates' names to build community and introduce the letters of the alphabet. 

• Students develop the ability to hear, segment and manipulate sounds. 

• Students use the study of names to write. 

• Students learn high-frequency words to support their reading and writing. 

Unit 2: Word Scientists

• Students use the alphabet chart to study the relationship between letters, keywords and initial sounds. 

• Students examine uppercase and lowercase letters.

• Students listen for the sounds in words and record them to write. 

• Students learn high-frequency words to support their reading and writing. 

Counting

• Count to 100 by 1s

• Read and write numbers 0-20

• Count 0-20 with one-to-one correspondence

• Represent a group of objects with a numeral (0-20)

• Compare groups of objects using greater than, less than, and equal to

• Compare numbers 0-10 using greater than, less than, and equal to

Measurement

• Sort objects into categories

• Count and compare objects in categories

Addition

• Understand that addition means putting together or adding to

• Represent addition problems in various ways (pictures, fingers, objects, equations, etc.)

Compose and Decompose

• Compose and Decompose numbers (0-5) into pairs in more than one way

• Show composing and decomposing using pictures, objects, or equations

Shapes

• Identify and describe 2D shapes

• Build 2D Shapes

D34 utilizes the Everyday Math curriculum resource for mathematics.

Light Waves and Sound Waves (Physical Science)

• What happens when there is no light? Develop an understanding of the availability of light and ability to see objects. 

• What happens when materials vibrate? Develop an understanding of the relationship between sound and vibrating materials.

Science Unit developed from Next Generation Science Standards

Me in My Community

• In this unit, students will explore rules that govern various familiar settings like school, home, and community. We will think about how all of these settings work together to meet our needs. In order to maintain order, safety, and happiness of its members, what are the necessary traits of the leaders in these different settings? Students will be asked how they can be leaders or show leadership.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

You are the artist. The art room is your studio. What do artist’s do?

• How/where do artists gather ideas?

  • Artists will explore different sources for artistic ideas including from their imagination and from life(envision) 

• How do artists choose their media?

  • Artists will explore drawing, painting, collaging and sculpting materials, noticing the unique qualities of each.

  • Artists will play with a variety of materials to discover new applications for their artwork.

• How do artists develop their craft?

  • Artists will continue to work independently as well as collaboratively in response to creative challenges.

 

Music

• How do musicians begin their creative work?

  • Musicians will learn about how basic structures like steady beat and movement form a foundation for music.

• How do musicians use their voice?

  • Musicians explore the four different ways one can use their voice: whisper, talk, shout, and sing.

• How does a musician’s behavior affect the creative process?

  • Musicians learn about classroom instruments, how to play them properly, and how to follow classroom procedures so that everyone in the group can participate and grow.

 

Physical Education (PE)

• Students will be aware of the difference between general space and personal space 

• Students will be aware of using equipment properly and maintaining safety

• Students will learn how to work and share with others

• Students will learn to follow class and game rules

• Students will begin to learn basic form and maintain balance during the following locomotor skills: skipping, hopping, galloping, running 

• Students will begin to learn the basics of jumping and landing through: jump in and out, side to side, on and off, around objects and jump over a rope

• Students will learn basic elements of underhand throwing, rolling

• Students will be introduced to basic elements of overhand throwing 

• Students will learn basic elements of catching a dropped ball

• Students will begin to learn Ball control with feet by basic elements of dribbling skills and kicking a stationary ball

• Students will understand the importance of cardiovascular fitness by knowing it is good for our bodies to make our hearts beat faster

Second Step Unit 2: Emotion Management

• Naming the emotion that someone is feelings (happy, sad, mad)

• Naming clues you can use to identify someone’s emotion

• Learning ways to feel calm

Second Step Unit 3: Empathy and Kindness

• Understanding kindness and why it is important

• Showing kindness

• Understanding and demonstrating kindness in different situations at school

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit 3: Bigger Books, Bigger Reading Muscles

• Readers are equipped with strategies to read pattern books.

• Readers use their knowledge of letters and sounds to use initial letters, blends and digraphs to tackle new words.

• Readers learn to rely on their knowledge of high-frequency words when reading. 

• Readers think about characters, what they are doing, their feelings, and why they feel that way. 

Writing

Unit 3: Writing For Readers

• Writers write true stories about their own lives using storytelling language across pages. 

• Writers write words and sentences by stretching our words to isolate and hear sounds. 

• Writers learn how to use the different types of ending punctuation. 

Unit 4: How-To Writing

• Writers write how-to books by breaking a procedure into steps by acting and envisioning and then recording. 

• Writers study mentor texts and try out techniques to elaborate on their steps. 

Phonics 

Unit 3: Word Part Power

• Students move from writing labels to writing sentences by writing all the salient sounds heard in a word (beginning to end) by studying onsets and rimes, and common digraphs and phonograms. 

• Students learn high-frequency words to support their reading and writing. 

Unit 4: Vowel Power

• Students learn that all words have vowels and that each syllable in a word has a vowel. 

• Students study the different sounds that vowels make. 

• Students learn high-frequency words to support their reading and writing.

Counting

• Count to 100 by 1s and 10s

• Count forward from a given number within 20

Addition

• Students represent addition problems in various ways (pictures, fingers, objects, equations, etc.)

• Students fluently add within 5

Subtraction

• Students understand that subtraction means “taking apart” or “taking from”

• Students represent subtraction problems in various ways (pictures, fingers, objects, equations, etc.)

• Students fluently subtract within 5

Compose and Decompose

• Students compose and decompose number 0-5 into pairs in more than one way

• Students compose and decompose numbers 11-19 into a 10 and some ones

• Students show composing and decomposing using pictures, objects, or equations

Shapes

• Students identify and describe 2D shapes

• Students build 2D Shapes

• Students put shapes together to make a new shape

D34 utilizes the Everyday Math curriculum resource for mathematics.

Pushes and Pulls (Physical Science)

• In this unit, students investigate how objects move (direction and speed). 

  • How do objects move?

  • What happens if you push/pull an object harder?

Science Unit developed from Next Generation Science Standards

Life in the Past Compared to Today

• In this unit, students investigate life in the past, compare it to life today, and explore the many ways that things have changed.

  • How was life in the past different when compared with life today?

National Holidays

• Across the year, students explore our notion of our community, our leaders, and our heroes. 

  • Why do we celebrate heroes? 

  • What is a hero?

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

You are the artist. The art room is your studio. What do artist’s do?

How/where do artists gather ideas?

• Artists will explore different sources for artistic ideas (envision) 

How do artists choose their media?

• Artists explore drawing, painting, collaging and sculpting materials, noticing the unique qualities of each.

How do artist’s care for their studio?

• Artists begin to learn safe and proper use of materials, tools and studio space while learning the routines and protocols of their shared art studio.

Music

How do musicians organize their work?

• Musicians use speech to perform rhythms; they learn to recognize and respond to patterns of same and different parts of a song.

How do musicians develop their creative ideas?

• Musicians explore sound opposites in music, such as high/low, loud/soft, fast/slow, etc.; they recognize and respond to these opposites in music.

How do musicians work together to create music?

• Musicians share their creative ideas with the group and are active listeners to the ideas of others.

•  
• With teacher help, students will demonstrate their ability to utilize both general space and personal space 
• With teacher help students will begin to display the proper use of equipment and maintain safety
• Students will begin to work and share with others
• Students continue to work towards independently following class and game rules
• Students continue working on basic form, maintaining balance, improving endurance and increasing distance during the following Locomotor skills: skipping, hopping, galloping, running
• Students begin to learn basic form and start to maintain balance during the locomotor skill of leaping
• Students continue working on the basics of Jumping and Landing through: 
  • jumping in and out, side to side, on and off, around objects
  • hopping on one foot in and out, side to side, and around objects
• Students will begin to jump in succession 
  • over a stationary rope 
  • begin to practice self turning a jump rope 
• Students follow teacher led patterns, rhythms, speeds, directions, levels and sequences in structured dance
• Students begin to maintain momentary balance while:
  • holding varied bases of support: wide, narrow, curled, twisted and bent
  • transferring weight through pushing, pulling, rolling, swaying, turning and bending
• Students improve accuracy as they continue to learn basic elements of 
  • underhand/overhand throwing 
  • rolling
• Students learn basic elements of ball control by:
  • Catching a dropped ball
  • Catching a ball bounced to them by a partner
  • Basics of dribbling with the hand
  • Volleying a lightweight object upwards
• Students learn basic elements of striking an object using a long handled implement.

Second Step Unit 3: Empathy and Kindness

• Understanding kindness and why it is important

• Showing kindness

• Understanding and demonstrating kindness in different situations at school

Second Step Unit 4: Problem Solving

• Saying the problem

• Feeling calm as the first step to problem solving

• Learning and using problem solving strategies: taking turns, sharing, and apologizing

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit 4: Becoming Avid Readers

• Readers strengthen their stamina, comprehension, and talk in fiction by noticing characters’ feelings across a book, visualizing and acting out parts of a story, and recording their thinking/reactions to stories. 

• Readers strengthen their stamina, comprehension, and talk in nonfiction by using their strategies to tackle content specific vocabulary, questioning, comparing and contrasting across books within the same topic, and recording thinking/reactions to text. 

Writing

Unit 5: Persuasive Writing of All Kinds

• Writers write persuasive pieces to make the world a better place. 

• Writers learn ways to make their writing convincing to their readers. 

Phonics

Unit 5: Playing with Phonics

• Students learn to read and write longer words with blends and digraphs. 

• Students use knowledge of onset, rime, blends, and digraphs to write poems.

• Students learn high-frequency words to support their reading and writing. 

Counting

• Count to 100 by 1s and 10s

• Count forward from a given number within 100

Addition

• Represent addition problems in various ways (pictures, fingers, objects, equations, etc.)

• Solve addition word problems within 10 using objects or pictures

• Fluently add within 5

Subtraction

• Represent subtraction problems in various ways (pictures, fingers, objects, equations, etc.)

• Solve subtraction word problems within 10 using objects or pictures

• Fluently subtract within 5

Compose and Decompose

• Compose and Decompose number 0-10 into pairs in more than one way

• Compose and Decompose numbers 11-19 into a 10 and some ones

• Show composing and decomposing using pictures, objects, or equations

Measurements

• Compare objects using attributes such as length, weight, and capacity

Shapes

• Identify and describe 3D shapes

• Build Build 3D Shapes

• Compare 2D and 3D shapes

D34 utilizes the Everyday Math curriculum resource for mathematics.

Ecosystems (Life Science)

• In this unit, students explore the interactions between living things and their environment.

  • What do plants and animals need to survive?

  • How do plants and animals change their environment?

  • How do humans change their environment?

Science Unit developed from Next Generation Science Standards

We Cannot Have Everything We Want

• In this unit, students consider reasons (like scarcity) why they can't always get the things they want. 

  • Why can't people always get what they want? 

  • How do you tell the difference between what you need and what you want?

National Holidays

• Across the year, students explore our notion of our community, our leaders, and our heroes. 

  • Why do we celebrate heroes? 

  • What is a hero?

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

You are the artist. The art room is your studio. What do artist’s do?

How/where do artists gather ideas?

• Artists will explore different sources for artistic ideas (envision) 

How do artists develop their craft?

• Artists will build on their knowledge of media by responding to different artistic challenges.

• Artists will engage in collaborative art making experiences.

How do artist’s share their work?

• Artist's will share preferred artwork by describing details of their idea, memory or story.

Music

How do musicians apply their knowledge?

• Musicians apply what they have learned about musical structures to analyze compositions and make creative decisions.

  • For example, kindergarteners may analyze the composition, “Carnival of the Animals,” by Camille Saint-Saens in order to identify dynamics, tempo, pitch, articulations, and timbre. 

How do musicians prepare to share their work?

• Musicians learn how to rehearse by practicing selected music and refining their skills.

How do musicians work together to share their music?

• Musicians collaborate with peers in order to share their finished work with an audience.

• With teacher help, students will continue to demonstrate their ability to utilize both general space and personal space 

• With teacher help students will begin to display the proper use of equipment and maintain safety

• Students will begin to independently to work,  share and take turns with others

• Students will begin to problem solve with their peers

• Students will continue to work towards independently following class and game rules

• Students will continue working on basic form, maintaining balance, improving endurance and increasing distance during the following Locomotor skills: skipping, hopping, galloping, running, leaping

• Students will begin to learn basic form and start to maintain balance during the locomotor skill of sliding

• Students will continue working on the basics of Jumping and Landing through:

  • jumping in and out, side to side, on and off, around objects

  • hopping on one foot in and out, side to side, and around objects

  • standing long jump

  • leaping over hurdles or objects

• Students will begin to jump in succession 

  • over a stationary rope 

  • practice self turning a jump rope 

• Students will begin to  improve accuracy as they continue to learn basic elements of 

  • underhand/overhand throwing 
  • rolling

• Students will learn basic elements of ball control by:

  • Catching a dropped ball

  • Catching a ball bounced to them by a partner

  • Attempting to catch a tossed object from the air

• Students will learn basic elements of striking an object using a long or short (paddle)handled implement.

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Focus attention

  • Recognize that attention helps us learn and stay safe

  • Improve skills with practice and effort

  • Understand that mistakes are part of learning
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Reading

Building Good Reading Habits 

• Readers will learn how to read long and strong
• Readers will develop habits for solving hard words

• Readers will learn different ways to work with their reading partners

Word Detectives 

• Reads will continue to learn foundational reading skills such as monitoring their reading, developing efficient word-solving skills and fluency

Writing

• Small Moments 

  • Writers will learn how to write with independence as they participate in the entire writing process from choosing an idea, planning across the pages and revising to add more detail to help bring their characters to life.
     

• Writing How-To Books 

  • Writers will learn how to navigate and craft informational, procedural texts.  

  • Writers will craft towards more detailed, elaborated texts while keeping their readers in mind.​​​​​

Phonics

• Talking and Thinking About Letters 

  • Students will receive a cumulative review and key concepts from kindergarten while building an interest in the words they see everyday.

  • Students will review letter names and sounds, short vowels, phonograms, blends, digraphs and approximately 50 high frequency words.
     

• Mystery of the Silent E  

  • Students will learn how to recognize words that contain long and short vowels and learn the importance of the silent e at the end of words.

  • Students will continue to develop a bank of high-frequency words that can be used to write longer, harder words.  

  • Students will also develop a repertoire of strategies for breaking hard words into parts and blending them back together.

 

Counting

• Count to 120 by 1s, 5s, & 10s

• Read and write numbers to 120

• Count on from any given number

• Use tools like a number line and a number grid

Addition

• Decompose numbers within 10

• Use addition strategies: adding numbers in any order, counting on from the higher number, becoming fluent with the pairs of numbers that make 10 (e.g, 3+7=10)

Number Stories

• Solve addition (change-to-more) number stories

• Solve subtraction (change-to-less) number stories

• Write number models (equations) to represent what is unknown

D34 utilizes the Everyday Math curriculum resource for mathematics.

Light Waves and Sound Waves (Physical Science)

• What happens when there is no light? Develop an understanding of the availability of light and ability to see objects. 

• What happens when materials vibrate? Develop an understanding of the relationship between sound and vibrating materials.

Science Unit developed from Next Generation Science Standards

Me in My Community

• In this unit, students will explore rules that govern various familiar settings like school, home, and community. We will think about how all of these settings work together to meet our needs. In order to maintain order, safety, and happiness of its members, what are the necessary traits of the leaders in these different settings? Students will be asked how they can be leaders or show leadership.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art: You are the artist. The art room is your studio. What do artist’s do?

How/where do artists gather ideas?

• Artists will begin to generate and conceptualize artistic ideas (envision) and work from their imagination, memories, observations, and feelings.

How do artists choose their media?

• Artists will explore ways to organize artistic ideas and work while experimenting with drawing, painting, collaging and sculpting materials

How do artist’s care for their studio?

• Artists will learn and practice safe and proper use of materials, tools and studio space while learning the routines and protocols of their shared art studio.

Drama: You are a storyteller.  The drama room is your stage. What do actors do?

• Actors will show rather than tell stories to an audience

• Actors will work with peers to contribute to a sequential plot in a story drama

• Actors will begin to organize and develop artistic ideas and plans

• Actors will investigate how movement is incorporated into a guided drama experience

How do actors use their bodies? 

• Actors will start to transform their bodies to show the setting of a story.

How do actors use their voices?

• Actors will change their voices to show a character or a feeling.

How do actors use their minds?

• Actors will explore potential choices characters could make in a guided drama experience
• Actors will practice imagining that they can hear, see, smell, and touch things that are not there.

Life Skills: Every child has the right to physical and emotional wellness. 

How will students learn the skills needed to care for “self” in our society?

• The Six Pillars of Character: Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship

• Safety education: Fire Safety, Sun Safety, Water Safety, Bicycle Safety, Street Safety, Stranger Safety, Internet Safety

• Erin’s Law (Taught in conjunction with the school social worker): Safe  and Unsafe Touch / I am the boss of my body

• Emotional Well Being: Positive self Talk, Reinforcing Second Step, Mindfulness

• Nutrition: My Plate/ The Five Food Groups

• Fitness

• Dental Health

Music

How do musicians begin their creative work?

• Musicians learn about how to use basic structures like steady beat and movement to create music.

How do musicians use their voice?

• Musicians continue to explore the four different ways one can use their voice: whisper, talk, shout, and sing; they practice melodic direction, volume, and breath support with their singing voice.

How does a musician's behavior affect the creative process?

• Musicians continue to practice playing classroom instruments with proper technique; they continue to follow classroom procedures and focus on the creative process.

Physical Education (PE)

• Students will understand the difference between general space and personal space 

• Students will understand how to use equipment properly and maintain safety 

• Students will learn how to work and share with others

• Students will understand the importance of following class and game rules

• Students will begin to learn proper form and patterning for the following locomotor skills:

  • skipping

  • galloping

  • jumping

  • running 
     

• Students will begin to learn the basics of jumping and landing through jump rope basics and hopscotch

• Students will learn basic elements of 

  • underhand throwing 

  • rolling
  • overhand throwing
• Students will learn components of catching a self tossed object
• Students will begin to learn ball control with feet by:
  • dribbling
  • trapping
  • kicking a stationary ball
• Students will understand the importance of cardiovascular fitness by 
  • knowing it is good for our bodies to make our hearts beat faster

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Focus attention

  • Recognize that attention helps us learn and stay safe

  • Improve skills with practice and effort

  • Understand that mistakes are part of learning
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Word Detectives 

• Readers will continue to learn foundational reading skills such as monitoring their reading, developing efficient word-solving skills and fluency.

• Learning  About the World: Reading Nonfiction

  • Readers will learn all they can from nonfiction books by studying the words and pictures

  • Readers will learn to preview and predict as they become more familiar with nonfiction text structures.

  • Readers will learn new vocabulary, develop new habits for solving unfamiliar words and understanding their meaning.

  • Readers will continue to build fluency by reading in smoother voices to sound like experts.

Writing

Writing How-To Books 

• Writers will learn how to navigate and craft informational, procedural texts.  

• Writers will craft towards more detailed, elaborated texts while keeping their readers in mind.

Nonfiction Chapter Books

• Writers will write with increasing volume, teaching new and interesting information through words and pictures. They will write chapter books throughout the unit.

• Writers will build confidence and strategies to tackle longer, more difficult words in their writing.

• Writers will study and learn about structure by studying mentor authors.

• Writers will learn to elaborate on their writing by including comparisons, examples and elements of persuasion.

Phonics

Mystery of the Silent E  

• Students will learn how to recognize words that contain long and short vowels and learn the importance of the silent e at the end of words.

• Students will continue to develop a bank of high-frequency words that can be used to write longer, harder words.  

• Students will also develop a repertoire of strategies for breaking hard words into parts and blending them back together.

From Tip to Tail

• Students will review consonant blends and use their knowledge of word parts to look all the way across words.

• Students will build on their knowledge of inflectional endings.

• Students will learn new strategies for solving tricky words; including learning about common letter patterns (phonograms).

• Students will add to their bank of high-frequency words.

Counting

• Count to 120 by 1s, 5s, & 10s

• Read and write numbers to 120

• Count on from any given number

• Use tools like a number line and a number grid

Addition

• Decompose numbers within 10

• Use addition strategies: adding numbers in any order, counting on from the higher number, becoming fluent with the pairs of numbers that make 10 (e.g, 3+7=10)

Number Stories

• Solve addition (change-to-more) number stories

• Solve subtraction (change-to-less) number stories

• Write number models (equations) to represent what is unknown

D34 utilizes the Everyday Math curriculum resource for mathematics.

Light Waves and Sound Waves (Physical Science)

• What happens when there is no light? Develop an understanding of the availability of light and ability to see objects. 

• What happens when materials vibrate? Develop an understanding of the relationship between sound and vibrating materials.

Science Unit developed from Next Generation Science Standards

Change Makers

• In this unit we study Change Makers. We talk about historical leaders who faced problems in their own societies. Our background knowledge will last about four lessons and will focus on the historical context and personal characteristics of certain leaders. By studying these people, we are building a definition for a model "change maker." Students' personal inquiry will center on another "change maker." They will learn about the person/people and then present (in the manner of their choosing) to their classmates. 

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

• Artists will generate and conceptualize artistic ideas and work from their imagination, memories, observations, other artists or feelings.

How do artists develop their craft?

• Artists will engage and persist through creative challenges.

• Artists will stretch and explore new ways to apply media to help develop their artwork.

• Artists will observe and investigate in preparation for making an artwork (Plan)

How do artist’s share their work?

• Artists will practice describing their choices in their creative process when sharing their work. (reflect)

Drama

You are a storyteller.  The drama room is your stage. What do actors do?

• Actors will show rather than tell stories to an audience. 

• Actors will organize and develop artistic ideas and plans. 

  • Actors will work with peers to contribute to a sequential plot in a story drama. 

*How do actors use their bodies? 

• Actors will demonstrate how movement is incorporated into a guided drama experience. 

*How do actors use their voices?

• Actors will change their voices to show different characters and feelings.

*How do actors use their minds?

• Actors will continue imagining that they can hear, see, smell, and touch things that are not there. 

Life Skills

Every child has the right to physical and emotional wellness. 

• Students will learn the skills needed to care for “self” in our society.

• Fitness / Body Systems

• Nutrition - My Plate/ The Five Food Groups

• Erin’s Law - (Taught in conjunction with the school social worker)

  • Safe and Unsafe Touch/ ‘I am the boss of my body’

• Emotional Well Being - Positive self Talk, Reinforcing Second Step, Mindfulness

Music

How do musicians organize their work?

• Musicians learn to read, create, and perform rhythms using standard notation; they learn to recognize and respond to simple forms found in music.

How do musicians develop and add details to their creative ideas?

• Musicians learn about expression in music, such as tempo, dynamics, and articulations; they explore adding these elements to their own compositions.

How do musicians work together to create music?

• Musicians share their creative ideas with the group and are active listeners to the ideas of others; they make choices that actively help the creative process.

• Students will understand and demonstrate the difference between general space and personal space 

• Students will understand and begin to independently utilize equipment properly and maintain safety

• Students will begin to independently learn how to work and share with others 

• Students will understand the importance of following class and game rules

• Students will begin to demonstrate proper form and patterning for the following 

  • Skipping, hopping, galloping, jumping, running

• Students will begin to learn basic form and  maintain balance during the locomotor skill of leaping

• Students will begin to learn the basics of Jumping and Landing using a 2 foot take off through

  • Jump rope activities

  • Obstacle course challenges

  • Jumping patterns and challenges

• Students will  jump in succession forward or backward

  • Over a stationary rope 

  • Over a self turned  short jump rope 

  • Over a turning long jump rope

 

• Students will be able to follow and create patterns, rhythms, speeds, directions, levels and sequences  in teacher led structured dance. 

• Students will be able to maintain balance and stillness while:

  • holding varied bases of support: wide, narrow, curled, twisted and bent

• Students will be able to transfer weight through pushing, pulling, rolling, swaying, turning and bending.

• Students will increase their accuracy using the basic elements of 

  • Underhand Throwing 

  • Rolling

  • Overhand Throwing 

• Students will learn components of Catching by:

  • Catching a self tossed object without letting it bounce

  • Catching a toss from a partner

  • Catching a ball bounced to them from a partner

     

• Students will learn basic elements of ball control by:

  • Continuously dribbling with their prefered hand

  • Volleying a lightweight object upwards using either hand or forearms

• Students will learn basic elements of striking an object using a long handled implement.

 

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Focus attention

  • Recognize that attention helps us learn and stay safe

  • Improve skills with practice and effort

  • Understand that mistakes are part of learning
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

• Readers Have Big Jobs to Do

  • Readers learn to monitor their reading and stop at difficult words, using what they have learned so far to solve new and tricky words.

  • Readers add to their bank of strategies to tackle tricky words.

  • Readers learn strategies to maintain meaning across large parts of texts as well as understand new vocabulary words.

• Meeting Characters and Learning Lessons

  • Readers learn to keep track of story events by paying attention to characters, setting and events in the story.

  • Readers develop skills to prioritize events and retell their books.

  • Readers notice and infer characters’ feelings through actions, dialogue and pictures.

  • Readers begin to identify lessons that are being taught in new and familiar stories.

Writing

• Writing Reviews

  • Writers learn how to review collections, make choices, and defend those choices in their writing.

  • Writers learn how to revise their writing.

  • Writers write with more independence and produce more writing each day.

• From Scenes to Series

  • Writers compose a series of realistic fiction stories using what they learned from narrative writing earlier in the year.

  • Writers continue to develop strategies to use and spell more complex words.

  • Writers learn to write with detail and use dialogue to make their stories more engaging.

  • Writers edit using punctuation, capital letters and familiar spelling patterns.

Phonics

• Word Builders

  • Students develop a sense of flexibility when solving words with vowel teams.

  • Students continue to develop a bank of high-frequency words that can be used to learn more about words.

• Marvelous Bloopers

  • Students learn r-controlled vowels, high frequency words and capitalization.

  • Students learn to embrace mistakes and learn from those mistakes to grow as readers and writers.

 

Counting

• Count to 120 by 1s, 5s, & 10s

• Read and write numbers to 120

• Count on from any given number

• Use tools like a number line and a number grid

Addition

• Decompose numbers within 10
• Use addition strategies: adding numbers in any order, counting on from the higher number, becoming fluent with the pairs of numbers that make 10 (e.g, 3+7=10)

Number Stories

• Solve addition (change-to-more) number stories

• Solve subtraction (change-to-less) number stories

• Write number models (equations) to represent what is unknown

D34 utilizes the Everyday Math curriculum resource for mathematics.

Light Waves and Sound Waves (Physical Science)

• What happens when there is no light? Develop an understanding of the availability of light and ability to see objects. 
• What happens when materials vibrate? Develop an understanding of the relationship between sound and vibrating materials.

Science Unit developed from Next Generation Science Standards

Making and Spending Money

• In this unit, students will learn the basics about how an economy functions, and students will consider how most decisions involve choosing one option at the expense of another. In order to get to this point, we will learn about goods and services, what it takes in terms of education or money to provide certain goods & services, and how other citizens then make decisions about purchasing these goods & services (or not). 

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

You are the artist. The art room is your studio. What do artist’s do?

How do artists organize their ideas to express themselves?

• Artists generate and apply ideas to develop their artwork for presentation and convey meaning, feelings, or stories.

• Artists collaborate with other artists to create, explore or reflect on works of art.

How do artists develop their craft?

• Artists generate ideas, gather materials, set up their work space, create, reflect, revise, clean up and share their work.

How do artist’s share their work?

• Artists develop techniques for presenting individual work as well as collaborative work.

Drama

You are a storyteller.  The drama room is your stage. What do actors do?

• Actors show rather than tell stories to an audience. 

• Actors organize and develop artistic ideas and plans. 

  • Actors collaborate with peers to create an alternate ending for a story. 

*How do actors use their bodies? 

• Actors use their bodies to express emotion and represent objects in a story.. 

*How do actors use their voices?

•  Actors begin to improvise dialog for a character in a scene. 

*How do actors use their minds?

• Actors will continue imagining that they can hear, see, smell, and touch things that are not there. 

Life Skills

Every child has the right to physical and emotional wellness. 

• Students learn the skills needed to care for “self” in our society.

  • Dental Health

  • Safety education:  Fire Safety, Sun Safety, Water Safety, Bicycle Safety, Street Safety, Stranger Safety, Internet Safety

Music

How do musicians apply their knowledge?

• Musicians continue to create original works and make creative decisions; they also use their knowledge of music to analyze musical works such as folk, cultural, classical, and current examples.

  • For example, first graders may analyze the composition, “Peter and the Wolf,” by Sergei Prokofiev in order to identify dynamics, tempo, pitch, articulations, and timbre.

How do musicians prepare to share their work?

• Musicians make decisions about how to prepare their work through rehearsal and determine when they are ready to share with an audience; they refine their skills and apply what they have learned throughout the school year.

How do musicians work together to share their music?

• Musicians reflect on their work together and use feedback to inform future performances; they make choices that benefit the group and help the performance succeed.

• Students understand and demonstrate the difference between general space and personal space 

• Students understand and continue to independently utilize equipment properly and maintain safety

• Students continue to independently work,  share and take turns with others 

• Students begin to problem solve with their peers

• Students understand the importance of following class and game rules

• Students continue to develop proper form and patterning for the following 

  • Skipping, hopping, galloping, jumping, running, leaping

• Students begin to learn basic form and  maintain balance during the locomotor skill of sliding

• Students begin to learn the basics of Jumping and Landing using a 2 foot or 1 foot take off through

  • Jump rope activities

  • Obstacle course challenges

  • Jumping patterns and challenges

  • Standing and running long jump

  • Leaping over objects and hurdles

• Students will  jump in succession forward or backward

  • Over a stationary rope 

  • Over a self turned  short jump rope 

  • Over a turning long jump rope

• Students will increase their accuracy and distance using the basic elements of 

  • Underhand throwing 

  • Rolling

  • Overhand throwing 

• Students will learn components of catching by:

  • Catching a self tossed object without letting it bounce

  • Catching a toss from a partner

  • Catching a ball bounced to them from a partner

• Students will learn basic elements of striking an object using a long or short handled implement.

• Students begin to use basic elements of kicking a stationary or moving ball.

 

• Following classroom routines

• Building class community

Second Step Unit 1: Growth Mindset and Goal-Setting

• Use growth mindset language

• Replace unhelpful thoughts with helpful thoughts

• Persevere through challenges while recognizing that mistakes are part of learning

• Improve skills with practice, effort, and by asking for help

Second Step Bullying Prevention Unit

• Recognizing bullying

• Reporting bullying

• Refusing bullying

• Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Reading

Unit - Reading Growth Spurt

• Readers take charge of reading growth by choosing what to read and choosing how to read.  

• Readers practice strategies to solve tricky words and avoid bad habits

• Readers draw on everything they know to figure out the hard word

• Readers read like writers

Writing

Unit - Lesson From the Masters- Narrative

• Writers craft small powerful moments by generating meaningful ideas, stretching out those small moments, rereading their writing and setting goals for themselves. 

• Writers revise with intent and purpose by using craft moves in ways that make sense. They will use craft moves in ways that make sense and will make thoughtful word choices.  

• Writers learn writing moves from favorite authors so they can include those craft moves in their own writing.  

Phonics

Unit - Growing Into Second Grade Phonics

• Students will begin to see that what they can read, they can write.

• Students review the skills they learned in first grade- review what they learned in first grade, digraphs, vowel teams, word parts, silent e, and blends.

• Students write common words, add periods while writing, and put in capital letters where appropriate.

• Students study rhyming books to notice patterns.

• Students write poems using what they know about word parts,

Number Lines

• Show equal spacing between numbers.

• Skip count by a given number using tools, such as number grid.

• Continue a pattern on a number line through 1,000.

Addition

• Develop math fact fluency through  the sum of 20.

• Employ a variety of strategies to add through the sum of 20.

• Utilize tools for adding, such as number grids, number lines, and counters.

• Memorize complements of 10 (6 + 4, 2 + 8, etc.).

• Write and solve related subtraction facts (fact families).

Subtraction

• Develop basic math fact fluency through 20.

• Employ a variety of strategies for subtracting through 20.

• Utilize tools for subtracting, such as number grids, number lines, and counters.

• Write and solve related addition facts (fact families).

Story Problems

• Distinguish between addition and subtraction story problems.

• Identify common vocabulary found in addition and subtraction problems.

• Write simple addition and subtraction stories with questions.

• Match story problems with equations and solutions.

Place Value

• Identify the ones, tens, and hundreds place in numbers.

• Write three digit numbers in expanded form.

• Read three digit numbers.

• Represent three digit numbers using base ten blocks.

• Compare numbers using >, <, and = signs in numbers through 1,000.

D34 utilizes the Everyday Math curriculum resource for mathematics.

Interdependent Relationships in Ecosystems

• Plan and conduct an investigation determining if plants need sun, air, water, or soil.

• Name elements all plants need to survive.

• Explain the pollination process.

• Explain why pollination is important. 

• Describe and investigate the physical structures of animals that result in the best pollination.

• Describe and investigate the physical structures of plants that cause pollinators to be attracted to them.

• Investigate ways in which seeds are dispersed.

• Research which physical structures of plants and animals aid in their survival (the research portion is typically completed later in the year as children’s literacy skills mature).

Science Unit developed from Next Generation Science Standards

Our Communities and Our Government

• In this unit, students will explore how the voting process, governments, and our own protections are all connected.

Our Communities and Our Money

• In this unit, students will experience economic decision-making, or decisions based on scarcity and availability. How does money make buying and selling things easier?  How do our money decisions affect ourselves and others in positive and negative ways? What goods and services do we use in Glenview and how does that compare to other communities?  

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art: You are the artist. The art room is your studio. What do artist’s do?

How/where do artists gather ideas?

• Artists will generate and conceptualize artistic ideas (envisions) and work from their imagination, memories, observations, and feelings.

How do artists choose their media?

• Artists will develop ways to organize artistic ideas and work while exploring drawing, painting, collaging and sculpting materials

How do artist’s care for their studio?

• Artists will practice safe and proper use of materials, tools and studio space while learning the routines and protocols of their shared art studio.

Drama: You are a storyteller. The drama room is your stage.

What do actors do?

• Actors will show rather than tell stories to an audience
• Actors will collaborate with peers to contribute to a sequential plot in a story drama
• Actors will organize and develop artistic ideas and plans

Life Skills: Every child has the right to physical and emotional wellness. 

How will students learn the skills needed to care for “self” in our society?

• The Six Pillars of Character: Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship

Music

How do musicians begin their creative work?

• Musicians continue to practice basic structures like steady beat and movement as a foundation for the music they are going to create.

How do musicians use their voice?

• Musicians continue to practice more controlled use of their singing voice, including matching pitch, expression, and tone.

How does a musician’s behavior affect the creative process?

• Musicians use classroom instruments correctly and work on improving technique; they make choices that encourage creativity in the group and follow classroom procedures consistently.

Physical Education (PE)

• Students will understand and be able to apply the concepts between general space and personal space 

• Students will understand and properly use equipment and maintain safety

• Students will be able to work and share with others

• Students will be able follow class and game rules

• Students will be able to demonstrate the following Locomotor skills with a mature pattern: skipping, galloping, hopping, side sliding, jumping, and runnin

• Students will be able to demonstrate Jumping and Landing through jumping a self turned rope and hopscotch

• Students will demonstrate a mature pattern for underhand throwing and underhand rolling

• Students will be able to demonstrate 2 of 5 elements for Overhand Throwing 

• Students will be able to Catch a self tossed object

• Students will be able to display Ball control with feet by dribbling, trapping and begin basic passing skill

• Students will be able to kick a stationary and moving ball while using 3 of the 5 elements of a mature pattern

• Students will understand the importance of Cardiovascular fitness by knowing it is good for our bodies to make our hearts beat faster and actively engaging activities which increase their heart rates

• Following classroom routines

• Building class community

Second Step Unit 1: Growth Mindset and Goal-Setting

• Use growth mindset language

• Replace unhelpful thoughts with helpful thoughts

• Persevere through challenges while recognizing that mistakes are part of learning

• Improve skills with practice, effort, and by asking for help

Second Step Bullying Prevention Unit

• Recognizing bullying

• Reporting bullying

• Refusing bullying

• Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit - Becoming Experts, Reading Non-Fiction

• Readers grow their knowledge of nonfiction topics by paying attention to details, putting together parts of the text, and asking questions. 

• Readers learn how to understand and use keywords by being aware of their use, using text features and the whole page to gather meaning, and thinking about what the keyword could be similar to. 

• Readers grow their knowledge of a topic across books by noticing similarities and differences, adding what they already know about a topic, and retelling facts from multiple books.

Unit - Bigger Books Mean Amping Up Reading Power

• Readers read fluently by rereading aloud and in their head, scooping words into longer phrases, talking like characters, matching their voice to the mood, and reading at a “just right” pace. 

• Readers notice when authors are using literary language, especially comparisons, and use what is happening in the story to think about what the literary language means. 

• Readers jot notes as they read longer books to keep track of longer stories and remember important parts. 

• Readers read with partners to practice reading fluently, use their voice to bring characters to life, and discuss their books. 

Writing

Unit - How to Guide for Nonfiction Writing

• Writers strengthen their nonfiction writing skills by studying other authors, revising to add more, and setting goals and making plans to reach those goals. 

• Writers write to teach their audience by thinking about what their readers would want to learn and the questions they might have, helping readers picture information, and hooking readers with an interesting lead. 

• Writers consider different genres within nonfiction to share their knowledge about a topic (e.g. how-to, question and answer, chapter books). 

Unit - Poetry: Big Thought in Small Packages 

• Writers explore the sounds and feelings of poetry by reading poems and noticing the pictures they are making in their minds, how the poem might make them view the world in a new way, how they are feeling when they read, and the rhythm and rhyme of the words. 

• Writers experiment with language and sound to create meaning by choosing precise words, using repetition and conveying feelings. 

• Writers try out different poetic structures (e.g. conversation, list, story, mask, address, and riddle). 

Phonics

Unit - Big Words Take Big Resolve

• Students decode multisyllabic words by tackling words part-by-part looking where they can break words between two consonants in the middle, keeping digraphs together, breaking off ends, and checking back over all the parts. 

• Students recognize complex consonant combinations (e.g. kn, gn, wr, and when c and g are making soft or hard sounds.

• Students learn different ways to end words by dropping the silent e before adding -ed or -ing, doubling the consonants before adding -ing or -ed, adding -es to words that end in ch, s, s, x, or z, and changing the y to an i before adding -es or -ed. 

• Students learn high-frequency words to support their reading and writing. 

Unit - Word Builders, Construction, Demolition and Vowel Power

• Students can spell and read big, long and complex words with confidence

• Students will strengthen their decoding strategies  

• Students will use words they know to spell new words

 

Telling Time

• Students distinguish between the hour and minute hand on an analog clock.

• Students tell time to the nearest 5 minute increment on an analog clock. 

• Students give examples of A.M. and P.M. activities by distinguishing between them.

Money

• Students count the value of a mixed group of coins through $1.00.

• Students represent a value using more than one combination of coins.

• Students make change from a dollar in payment situations. 

Addition & Subtraction

• Students practice adding and subtracting by 10s and 100s within 100.

• Students utilize tools & strategies for adding and subtracting numbers through 100 (open number lines, base 10 blocks, base 10 shorthand, partial-sums, number grids).

• Students write estimates from addition and subtraction equations.

• Students develop basic math fact fluency through  20.

Story Problems

• Students utilize diagrams to map out addition and subtraction story problems (parts and total, change to more).

• Students solve two-step number stories.

• Students match story problems with equations and solutions.

• Students distinguish between addition and subtraction story problems.

• Students write addition and subtraction stories with questions.

Place Value

• Students round numbers the nearest tens and hundreds place.

• Students identify the ones, tens, and hundreds place in numbers.

• Students write three digit numbers in expanded form.

• Students read three digit numbers.

• Students represent three digit numbers using base ten blocks.

• Students compare numbers using >, <, and = signs in numbers through 1,000.

D34 utilizes the Everyday Math curriculum resource for mathematics.

Structures and Properties of Matter

• Students define and compare solid, liquid, and gas states of matter.

• Students classify different kinds of materials by their observable properties.

• Students investigate which properties are best suited for specific situations.

• Students investigate how heating and cooling changes states of matter.

Science Unit developed from Next Generation Science Standards 

My World and Maps of It

• In this unit, students will begin by looking at labels on products to consider both WHERE these places are in the world and why certain items come from certain places. Students will learn to interpret maps and then they will develop opinions about what the most helpful features of maps are depending upon how we are using it.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

You are the artist. The art room is your studio. What do artist’s do?

How/where do artists gather ideas?

• Artists will generate and conceptualize artistic ideas (envision) and work from their imagination, memories, observations, other artists or feelings.

How do artists develop their craft?

• Artists will engage and persist through creative challenges.

• Artists will stretch and explore new ways to apply media to help develop their artwork.

• Artists will plan and develop their artwork while continuing to choose media purposefully.

How do artist’s share their work?

• Artists will describe their choices in their creative process when sharing their work. (reflect)

• Artists will practice receiving and providing good feedback (reflect)

Drama

You are a storyteller.  The drama room is your stage. What do actors do?

• Actors will show rather than tell stories to an audience. 

• Actors will organize and develop artistic ideas and plans. 

  • Actors will collaborate with peers to contribute to a sequential plot in a story drama. 

*How do actors use their minds?

• Actors will imagine that they can hear, see, smell, and touch things that are not there. 

*How do actors use their bodies? 

• Actors will create movements for a guided drama experience. 

*How do actors use their voices?

•  Actors will change their voices to show a feeling or a character.

Life Skills

Every child has the right to physical and emotional wellness. 

• Students will learn the skills needed to care for “self” in our society.

• Fitness/ Body Systems

• Nutrition - My Plate/ The Five Food Groups

• Erin’s Law - (Taught in conjunction with the school social worker)

  • Safe and Unsafe Touch/ ‘I am the boss of my body’

• Emotional Well Being - Positive self Talk, Reinforcing Second Step, Mindfulness

Music

How do musicians organize their work?

• Musicians continue to practice reading, creating, and performing rhythms using standard notation; they learn to recognize and respond to more complicated forms found in music.

How do musicians develop and add details to their creative ideas?

• Musicians continue to learn about how expressive elements are used in music; they create their own compositions using these elements to add details to their work.

How do musicians work together to create music?

• Musicians learn to collaborate effectively with their peers in order to create music; they make choices that actively help the creative process.

 

• Students will maintain proper spacing through the use of general space and personal space 

• Students will  independently utilize equipment properly and maintain safety

• Students  independently  work and share equipment with others 

• Students will understand the importance of following class and game rules

• Students will demonstrate proper form and mature pattern for Skipping and running

• Students will begin to demonstrate proper form and patterning for the following 

  • hopping, galloping, jumping, leaping, and side slide

• Students will demonstrate more mature patterns of Jumping and Landing using a 2 foot and one foot take off and landing through

  • Jump rope activities

  • Obstacle course challenges

  • Jumping patterns and challenges

• Students will be able to consecutively jump forward or backward

  • Over a self turned  short jump rope 

  • Over a turning long jump rope

• Students will be able to follow and create patterns, rhythms, speeds, directions, levels and sequences  in both teacher led structured dance and unstructured dance activities. 

• Students will be able to maintain balance and stillness while:

  • holding varied bases of support: wide, narrow, curled, twisted and bent

• Students will be able to transfer weight from their feet to other body parts through pushing, pulling, rolling, swaying, turning and bending.

• Students will be able to create a 3 part sequence involving both balance and transfer of weight

• Students will increase their accuracy using more mature elements of 

  • Underhand Throwing 

  • Rolling

  • Overhand Throwing 

• Students will learn components of Catching with their hands by:

  • Catching a self tossed object without letting it bounce

  • Catching a toss from a partner

  • Catching a ball bounced to them from a partner

• Students will learn elements of ball control by:

  • Continuously dribbling with their prefered hand

  • Walking in open space while dribbling

  • Volleying a lightweight object upwards consecutively using either their hands or forearms

• Students will learn elements of striking an object using a long handled implement.

• Following classroom routines

• Building class community

Second Step Unit 1: Growth Mindset and Goal-Setting

• Use growth mindset language

• Replace unhelpful thoughts with helpful thoughts

• Persevere through challenges while recognizing that mistakes are part of learning

• Improve skills with practice, effort, and by asking for help

Second Step Bullying Prevention Unit

• Recognizing bullying

• Reporting bullying

• Refusing bullying

• Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit - Series Book Clubs

• Readers become an expert on characters by paying attention to what characters say and do, how they respond to problems, predicting what the character will do next, thinking about character’s relationship with others, and noticing things that are the same across the series. 

• Readers become an expert on author's craft by noticing how the author helps the reader make vivid pictures in their mind, how the author uses precise words to help the reader understand the story, how the authors uses special print and punctuation to bring the story to life, wondering why the author ended the book a certain way, and thinking about the lesson the author wants to teach the reader. 

• Readers share their opinions about books through debate, nominations, and notes for readers. 

Unit - Fairy Tales, Folktales, Fables and Fantasy 

• Readers study characters by paying attention to their feelings, and what, how and why a character does something. 

• Readers study the characteristics of folktales, fables and fairy tales by noticing settings, magic spells, talking animals, and granting wishes. 

• Readers study literary language by noticing and making meaning of similes and idioms. 

• Readers discover predictable character roles by noticing patterns in behaviors of various characters. 

Writing

Unit - Writing About Reading- Opinion

• <>Writers write letters and essays to share their opinions about books by stating their opinion clearly, providing reasons, and using details and examples from the text to support their claims. 

   

• Writers make their writing more convincing by revising to elaborate, and editing for conventions and punctuation. 

Phonics

Unit - Word Collectors

• Students expand their vocabulary by collecting words in their books and thinking through the parts of speech, possible synonyms, acting out words, drawing words, and orally using words in sentences.

• Students study compound words by noticing where words can be broken apart and how those parts help the reader understand the whole word. 

• Students study affixes to see how they change the meaning of base words. 

• Students learn high-frequency words to support their reading and writing. 

Unit - If Then: Parts of Speech

• Students learn what verbs, nouns, adjectives, and adverbs are, and how and why to use them. 

Measurement

• Estimates lengths using standard U.S. and metric units (in., ft., yd., cm., meter).

• Measures lengths accurately using standard U.S. and metric units.

• Compares lengths of objects and selects appropriate standard units with which to measure.

Data & Graphs

• Collect and organize data in a tally chart.

• Organize data in picture graphs, bar graphs, and line plots.

• Reads, compares, and answers questions using data in picture graphs, bar graphs, and line plots.

Geometry

• Identifies 2D and 3D shapes by geometric name (quadrangle, pentagon, hexagon, etc.)

• Names attributes of shapes using mathematical vocabulary (right angle, parallel lines, sides, vertices).

Addition

• Practice adding within 1,000 using a variety of strategies (base-10 shorthand, open number lines, partial sums, etc.).

• Develop math fact fluency through  the sum of 20.

• Employ a variety of strategies to add through the sum of 20.

• Utilize tools for adding, such as number grids, number lines, and counters

Subtraction

• Practice subtracting within 1,000 using a variety of strategies (base 10 shorthand, open number lines, trade-first, etc.).

• Develop basic math fact fluency through 20.

• Employ a variety of strategies for subtracting through 20.

• Utilize tools for subtracting, such as number grids, number lines, and counters.

Story Problems

• Solve two-step story problems, with corresponding equations that match.

• Distinguish between addition and subtraction story problems.

• Match story problems with equations and solutions.

Place Value

• Identify the ones, tens, and hundreds place in numbers.

• Write three digit numbers in expanded form.

• Read three digit numbers.

• Represent three digit numbers using base ten blocks.

• Compare numbers using >, <, and = signs in numbers through 1,000.

D34 utilizes the Everyday Math curriculum resource for mathematics.

Earth Systems: Processes that Shape the Earth

• Explore a variety of ways that land can change and what causes it to change.

• Differentiate between fast land changes and slow land changes (erosion, earthquake, volcanic eruption, etc.).

• Name a variety of landforms and bodies of water.

Science Unit developed from Next Generation Science Standards

Glenview Then and Now

• In this unit, students learn how Glenview has changed over time. Students will study how Native Americans, Pioneers, Farmers and Modern people have obtained their needs over time (clothing, water, shelter, food). 

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

You are the artist. The art room is your studio. What do artist’s do?

How do artists organize their ideas to express themselves?

• Artists generate and apply ideas to develop their artwork for presentation and convey meaning, feelings, or stories.

• Artists  collaborate with other artists to create, explore or reflect on works of art.

How do artists develop their craft?

• Artists develop techniques for presenting individual work as well as collaborative work.

How do artist’s share their work?

• Artists reflect on their choices in their creative process when sharing their work.

• Artists practice receiving and providing good feedback.

Drama

You are a storyteller.  The drama room is your stage. What do actors do?

• Actors show rather than tell stories to an audience. 

• Actors organize and develop artistic ideas and plans. 

  • Actors collaborate with peers  to extend the plot of a story.     

*How do actors use their minds?

•  Actors imagine that they can hear, see, smell, and touch things that are not there. 

*How do actors use their bodies? 

• Actors create movements for a guided drama experience. 

*How do actors use their voices?

•  Actors improvise dialog for a character and formalize it through writing or recording.

Life Skills

Every child has the right to physical and emotional wellness. 

• Students will  learn the skills needed to care for “self” in our society.

• Safety education:  Fire Safety, Sun Safety, Water Safety, Bicycle Safety, Street Safety, Stranger Safety, Internet Safety

• Dental Health

Music

How do musicians apply their knowledge?

• Musicians further develop original works and make independent creative decisions; they also use their knowledge of music to analyze musical works such as folk, cultural, classical, and current examples.

  • For example, second graders may analyze the composition, “The Nutcracker,” by Pyotr Ilich Tchaikovsky in order to identify dynamics, tempo, pitch, articulations, form, and timbre.

How do musicians prepare to share their work?

• Musicians make choices about repertoire to produce a complete performance; they learn how to address mistakes during rehearsal and in a performance; they learn how to prepare for a performance and when to share a finished piece of work.

How do musicians work together to share their music?

• Musicians reflect on their work together and use feedback to inform future performances; they identify their own contribution to the collaborative work as they make choices that benefit the group and help the performance succeed.

• Students will maintain proper spacing through the use of general space and personal space 

• Students will  independently utilize equipment properly and maintain safety

• Students  independently  work and share equipment with others 

• Students will understand the importance of following class and game rules

• Students will demonstrate proper form and mature pattern for Skipping and running

• Students will begin to demonstrate proper form and patterning for the following 

  • hopping, galloping, jumping, leaping, and side slide

• Students will demonstrate more mature patterns of Jumping and Landing using a 2 foot and one foot take off and landing through

  • Jump rope activities

  • Obstacle course challenges

  • Jumping patterns and challenges

• Students will be able to consecutively jump forward or backward

  • Over a self turned  short jump rope 

  • Over a turning long jump rope

• Students be able to create short jump rope sequences/routines

• Students increase their accuracy and distance using more mature elements of 

  • Underhand throwing 

  • Rolling

  • Overhand throwing

• Students learn components of Catching with their hands by:

  • Catching a self tossed object without letting it bounce

  • Catching a toss from a partner

  • Catching a ball bounced to them from a partner

• Students learn elements of striking an object using a long handled or short handled implement.

• Students attempt to strike a ball off of a batting tee using proper grip and body orientation.

• Students be able to kick a rolling ball using 3 of the 5 elements of a mature pattern.

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Understand that the brain can grow and change

  • Improve skills with practice, effort, help from others, and by trying a new way

  • Make an effective plan for how to get better at a skill
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Reading

Unit 1 - Building a Reading Life

• Readers develop their own reading identity and begin to establish lifelong habits of strong readers.

• Readers learn foundational comprehension skills like envisioning , predicting, and retelling

• Readers learn to tackle the meaning of tricky words as text becomes more complex

Unit 2 - Reading to Learn: Grasping Main Ideas and Text Structures

• Readers learn to summarize nonfiction texts by describing the main idea and most important details.

• Readers grow their own ideas about nonfiction texts and distinguish their own point of view from that of the author.

• Readers learn to summarize narrative nonfiction by reading it like a story

• Readers will learn strategies to determine the meaning of unknown words in nonfiction texts.

Writing

Unit 1 - Crafting True Stories

• Writers move through the writing process of rehearsing, drafting, revising, and editing multiple times throughout this unit.

• Writers learn to generate ideas for personal narratives using a variety of strategies.

• Writers  learn to use their storyteller’s voice to show and not tell.

• Writers revise their writing and work to develop the heart of their story.

• Writers learn to punctuate dialogue.

• Writers edit their pieces using spelling patterns and conventional spelling for high-frequency words.

Unit 2 - The Art of Information Writing

• Writers learn to write informative/explanatory texts to teach readers about a topic.

• Writers learn to logically organize their information into subtopics and include text features that will help their readers.

• Writers learn to elaborate on their topics by including facts, definitions, descriptions, and other examples such as anecdotes.

• Writers learn to transfer their informational writing skills to the content areas.

D34 utilizes the Units of Study curriculum resource for literacy. Read about the workshop model here. Here is the Common Core alignment with the Units of Study for Reading.

Addition and Subtraction

• Add and subtract with 1,000

• ​​Add and subtract 3-digit numbers using tools, diagrams, and number lines with strategies of decomposing or regrouping

• Recognize subtraction as taking away and difference

Solve two step addition and subtraction number stories use multiple strategies

• Write an equation to to represent the unknown quantity

• Explain and reason with problem solving strategies

• Work through the mathematical practices 

Tell time to the nearest minute

• Match digital and analog times

• Elapsed time using an open number line

Round multi-digit numbers to the nearest 10 and 100

Multiply within 100 ( 0, 2,5,10)

• Use equal groups, arrays, repeated addition and number lines to represent multiplication

Divide within 100 ( 0, 2,5,10)

Understands two fractions as equivalent (equal) if they are the same size, or the same point on a number line

• Partition shapes or on a number line into equal parts based on a given denominator

• Compare fractions on a number line using like and alike denominators

Recognizes a unit fraction such as _ as the quantity formed when the whole is partitioned into 4 equal parts

• Partition shapes into fourths 

• Recognize 1/4 , ½,¾,4/4  on a number line or shaded shape

Geometric measurement: Understands concept of area and relates area to multiplication and to addition

• When given a shape to tile, students can use addition and multiplication strategies to find the area.

• Use length times width to solve for area of a rectangle or square

Reason with shapes and their attributes

• Identify, sort and recognize polygons, quadrilaterals,  and parallelograms 

• Use geometric vocabulary to determine how shapes are alike and different(parallel lines, right angles, number of sides)

Math Fact Fixers

• Builds multiplication and division relationships

D34 utilizes the Everyday Math curriculum resource for mathematics.

Motion and Stability (Physical Science)

How and why do objects start moving, speed up, slow down, and stop moving? 

• Students will be able to plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 

Can we use the patterns we observe to predict the future?

• Students will be able to make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

How does static electricity push or pull something without touching it?

• Students will be able to ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

How can we use our knowledge of magnets to help solve a problem?

• Students will be able to define a simple design problem that can be solved by applying scientific ideas about magnets. 

Science Unit developed from Next Generation Science Standards 

Civic Responsibility

• In this unit, students will learn about their school and community, focusing on rules, procedures, freedoms, government, and civic responsibilities. They will compare procedures for making decisions in the classroom, school and community.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.
• Artists will reflect on messages and emotions being communicated in art

Connecting

• Artists will make observations and ocnnections to their surroundings in their art.
• Artists will connect to their community and culture through their art.
• Artists will make connections with time, place and culture in art.

Drama:

Unit 1 - Ensemble Development 

• Actors will establish learning guidelines for drama
• Actors will understand performer and audience roles
• Actors will participate in ensemble building activities
• Actors will make connections with community and culture in their drama work

Unit 2 - Using the Actor’s Tools: Body and Mind

• Actors will use their minds to imagine and create artistic ideas for characters and stories

• Actors will develop and explore physical choices to communicate character traits and emotions in group projects

• Actors will rehearse their work and communicate through performing for their peers

• Actors will reflect on shared drama work by making connections and identifying design and performance contributions

• Actors will participate in ensemble games and activities focusing on developing ideas and making physical choices

Music:

Rhythm

• Musicians will keep a steady beat

• Musicians will read rhythms using quarter notes, paired eighth notes, half notes, dotted half notes, whole notes, quarter rests and half rests

• Rhythmic identification

Pitch

• Musicians will identify notes on a Treble Clef staff.

Singing

• Echo and Call & Response singing

Physical Education (PE) 

• Students throw overhand - 3 out of the 5 critical elements of a proper throw

• Students will dribble the soccer ball - dribbling with control at a slow to moderate speed

• Students will exhibit personal responsibility - ability to stay positive and react appropriately

• Students will be engaged - high levels of attention, focus and effort

• Other areas that are covered: team building (cooperation / teamwork), climbing (muscular strength / endurance), football (throwing), Frisbee (throwing), volleyball (bump, set and serve)

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Understand that the brain can grow and change

  • Improve skills with practice, effort, help from others, and by trying a new way

  • Make an effective plan for how to get better at a skill
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit 2 - Reading to Learn: Grasping Main Ideas and Text Structures

• Readers learn to summarize nonfiction texts by describing the main idea and most important details.

• Readers grow their own ideas about nonfiction texts and distinguish their own point of view from that of the author.

• Readers learn to summarize narrative nonfiction by reading it like a story

• Readers will learn strategies to determine the meaning of unknown words in nonfiction texts.

Unit 3 - Character Studies

• Readers learn to observe characters and develop theories about their traits and motivations.

• Readers use what they know about characters to make predictions.

• Readers learn that all stories follow a predictable structure.

• Readers notice how characters face, respond to, and learn from challenges.

• Readers pay attention to the predictable roles that secondary characters play in stories.

• Readers compare and contrast characters across books.

Writing

Unit 2 - The Art of Information Writing

• Writers learn to write informative/explanatory texts to teach readers about a topic.

• Writers learn to logically organize their information into subtopics and include text features that will help their readers.

• Writers learn to elaborate on their topics by including facts, definitions, descriptions, and other examples such as anecdotes.

• Writers learn to transfer their informational writing skills to the content areas.

Unit 3 - Changing the World: Persuasive Speeches, Petitions, and Editorials

• Writers learn to gather brave and bold opinions using a variety of strategies.

• Writers learn to support their opinion with reasons, facts and details.

• Writers move through the writing process of generating ideas, planning, drafting, revising, and editing with greater independence.

• Writers work in collaborative groups and use their opinion writing skills to support causes.

D34 utilizes the Units of Study curriculum resource for literacy. Read about the workshop model here. Here is the Common Core alignment with the Units of Study for Reading. 

In grade K-5 we work within the balanced literacy framework to teach literacy. Units of Study in reading and writing is our core curricular resource. To learn more about our District literacy vision and mission, the balanced literacy framework and workshop model, view this video (to view in Spanish, see here).  You can find 3-5 resources to support your readers and writers at home here.

Students solve multiplication and division word problems

Students use strategies to solve word problems within 100

• CUBES

• Helper Facts

• Doubling 

Students solve multi-step word problems with four operations

• Identify the appropriate operations( addition, subtraction, multiplication and division)

Students explain how their answer makes sense using mathematical language

Geometric Shapes and Attributes

• Students identify quadrilaterals and their attributes

• Students reason with shapes to tell how they are alike or different using geometry vocabulary 

Geometric Measurement: Area and Perimeter

• Students solve for area using tiling 

• Students solve for area using length x width

• Students identify whether to solve for area or perimeter 

• Students understand the relationship between area and  multiplication 

Fractions

• Students partition shapes into fourths

• Students understand fraction as equivalent 

• Students use a number line to compare fractions

• Students compare fractions with like denominators

• Students reason and explain why one fraction is greater than, less than or equal to  another fraction

D34 utilizes the Everyday Math curriculum resource for mathematics.

Unit 2: Ecosystems and Adaptations in the Environment (Life Science) 

How and why are organisms built to live in their environment? 

What would happen if an organism did not have the right traits to survive in their environment? 

• Students will be able to construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well and some can not survive at all.  (3-LS4-3) 

How does living in a group help animals survive? 

• Students will be able to construct an argument that some animals form groups to help members survive.  (3-LS2-1)

How do we know that environments were like a long time ago? 

• Students will be able to analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (3-LS4-1) 

How do changes in an ecosystem affect the things that live there? 

• Students will make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. (3-LS4-4) 

Science Unit developed from Next Generation Science Standards 

Founding and Growth of Chicago

• How do communities change over time? How do goods and services build and connect a community? 

• In this unit, students will learn about DuSable, the establishment of a trading post, and significant events in Chicago history including Fort Dearborn, The Chicago Fire, and the World's Fair. Students will explore the geography of Chicago and how landforms affected the growth of the city. Students will also learn how the development and improvements in transportation such as the railroads aided in the growth of the city.
   

  *Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

  *All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 3 - Using the Actor’s Tools: Voice and Mind

• Actors will use their minds to imagine and create artistic ideas for characters and stories

• Actors will develop and explore vocal choices to communicate character traits and emotions in group projects

• Actors will rehearse their work and communicate through performing for their peers

• Actors will reflect on shared drama work by making connections and identifying design and performance contributions

• Actors will participate in ensemble games and activities focusing on developing ideas and making vocal choices

• Actors will practice breathing and projection techniques

Unit 4 - All Together Now: Small Group/Individual Performance Pieces

• Actors will use their mind, body, and voice to imagine and create artistic ideas for characters and stories

• Actors will collaborate to develop design choices and original ideas focused on character and plot

• Actors will rehearse to explore physical and vocal choices to communicate character traits and emotions

• Actors will communicate through performing small group or individual performance pieces for their peers

• Actors will reflect on shared drama work by making connections and identifying design and performance contributions

• Actors will make connections to with community and culture in their drama work

Music

Timbre

• Students will identify Instruments of the Orchestra.

Recorder

• Students play the recorder with proper tone, pitch and rhythm.

Singing

• Students will echo and call & response singing

• Students sing songs from varying cultures

• Basketball dribbling - students dribble with the hands while at a slow to moderate speed

• Personal Responsibility - students ability to stay positive and react appropriately

• Engagement - students will display high levels of attention, focus and effort

• Other areas that are covered: gymnastics, dance, climbing, bowling, Kids Heart Challenge, volo tennis

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Understand that the brain can grow and change

  • Improve skills with practice, effort, help from others, and by trying a new way

  • Make an effective plan for how to get better at a skill
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit 3 - Character Studies

• Readers learn to observe characters and develop theories about their traits and motivations.

• Readers use what they know about characters to make predictions.

• Readers learn that all stories follow a predictable structure.

• Readers notice how characters face, respond to, and learn from challenges.

• Readers pay attention to the predictable roles that secondary characters play in stories.

• Readers compare and contrast characters across books.

Unit 4 - Research Clubs: Elephants, Penguins, and Frogs, Oh My!

• Readers learn that researchers preview a text set, noticing common subtopics across all texts in that set.

• Readers learn to synthesize information across texts.

• Readers learn to use content specific vocabulary related to their research.

• Readers learn to develop their own ideas about their research topic.

• Readers learn to determine text structure and use that structure to summarize a nonfiction text.

• Readers compare and contrast nonfiction topics and texts.

Writing

Unit 3 - Changing the World: Persuasive Speeches, Petitions, and Editorials

• Writers learn to gather brave and bold opinions using a variety of strategies.

• Writers learn to support their opinion with reasons, facts and details.

• Writers move through the writing process of generating ideas, planning, drafting, revising, and editing with greater independence.

• Writers work in collaborative groups and use their opinion writing skills to support causes.

Unit 4 - Once Upon a Time: Adapting and Writing Fairy Tales

• Writers adapt a classic fairy tale by making one big change that leads to other changes.

• Writers learn to balance dialogue and actions when using their storyteller’s voice to show and not tell.

• Writers learn to use a narrator to stitch scenes together.

• Writers write original fairy tales by creating characters with traits and wants who encounter and resolve trouble.

 

In grade K-5 we work within the balanced literacy framework to teach literacy. Units of Study in reading and writing is our core curricular resource. To learn more about our District literacy vision and mission, the balanced literacy framework and workshop model, view this video (to view in Spanish, see here).  You can find 3-5 resources to support your readers and writers at home here.

Addition and Subtraction

• Add and subtract with 1,000

• ​​Add and subtract 3-digit numbers using tools, diagrams, and number lines with strategies of decomposing or regrouping

• Recognize subtraction as taking away and difference

Solve two step addition and subtraction number stories use multiple strategies

• Write an equation to to represent the unknown quantity

• Explain and reason with problem solving strategies

• Work through the mathematical practices 

Tell time to the nearest minute

• Match digital and analog times

• Elapsed time using an open number line

Round multi-digit numbers to the nearest 10 and 100

Multiply within 100 ( 0, 2,5,10)

• Use equal groups, arrays, repeated addition and number lines to represent multiplication

Divide within 100 (0, 2,5,10)

Math Fact Fixers

• Builds multiplication and division relationships

D34 utilizes the Everyday Math curriculum resource for mathematics.

Unit 3: Inheritance

How can I tell the difference between living and nonliving things?

• Students will compare and contrast characteristics of living and non living things

What patterns, similarities and differences, are there among the life cycles of all living things?

• Students will develop models to describe how all organisms, while unique, have life cycles that include birth, growth, reproduction, and death.

Why do plants and animals of the same type look similar but not identical?

• Students will analyze and interpret data to find evidence that plants and animals have traits that are inherited from their parents.

How can an animal's traits provide advantages in surviving, finding mates, and reproducing?

• Students will use evidence to explain that traits can be influenced by the environment.

• Students will use evidence to explain that differences in characteristics of animals in the same species can be an advantage to surviving, finding mates, and reproducing.

Unit #4 Weather

How can we represent and analyze patterns, similarities and differences, in daily weather?

• Students will use tables and graphs to display patterns in weather during different seasons.

What is the climate in different parts of the world during different seasons?

• Students will research and compile information that shows climates in different regions of the world.

How can the impact of weather related hazards be reduced?

• Students will design a solution that reduces the impact of a weather related hazard. 

Science Unit developed from Next Generation Science Standards 

 

Cities Near and Far

• How are communities the same and different? In this unit, students will use what they have learned in the inquiry process to answer the essential questions about another city of their choosing based on their interest. They will then compare that city to Chicago.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 5 - Performance Time: Larger Ensemble Work

• Actors will use their mind, body, and voice to imagine and create artistic ideas for characters and stories

• Actors will collaborate to develop design choices and original ideas focused on character and plot

• Actors will rehearse to explore physical and vocal choices to communicate character traits and emotions

• Actors will communicate through performing large ensemble performance pieces for their peers

• Actors will reflect on shared drama work by making connections and identifying design and performance contributions

• Actors will make connections to with community and culture in their drama work

Unit 6 - The Arts in History, Society, and Everyday Life

• Actors will participate in ensemble games and activities focusing on developing ideas and making physical and vocal choices

• Actors will make connections to with community and culture in their drama work

• Actors will relate drama work with societal, cultural, and historical context to deepen understanding through interrelating and research

Music

Recorder

• Students play the recorder with proper tone, pitch and rhythm.

Singing

• Students will echo and call & response singing

• Students sing songs from varying cultures

Composing

• Students compose a 8 measure song using the notes B, A and G.  The song will be in a 4 meter and contain quarter notes, paired eighth notes and quarter rests.

• Student throw overhand - 3 out of the 5 critical elements of a proper throw

• Students show personal Responsibility - ability to stay positive and react appropriately

• Student engagement - high levels of attention, focus and effort

• Other areas that are covered: climbing, leisure unit, track and field, kickball/softball, golf, floor hockey

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Identify what a goal is and what an effective plan includes

  • Identify a shared class goal and make a plan to reach that goal

  • Monitor progress and modify a plan to reach a goal
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Reading

Unit 1 - Interpreting Character

• Readers read intensely to grow ideas.

• Readers grow evidence based theories.

• Readers build interpretations by analyzing the tone & mood, thinking about the theme and setting. 

Unit 2 - Reading the Weather, Reading the World

• Readers learn from texts by identifying text structure, summarizing the main idea, and using expert words. 

• Readers research a topic by previewing subtopics and synthesizing information across texts.

• Readers take action by noticing patterns and asking questions.

• Readers research using credible sources.

Writing

Unit 1 - The Arc of the Story

• Writers create and develop stories with characters that feel real. 

• Writers use a plotline to structure a story. 

• Writers show and not tell.

• Writers use leads, endings, and develop a setting. 

• Writers revise using a checklist, mentor text, editing, and conventions. 

Unit 2 - Boxes and Bullets

• Writers grow ideas by writing about people, objects, and events.

• Writers write a thesis statement.

• Writers gather evidence from a variety of sources and organize it.

• Writers link their evidence to their reasons and thesis statements.

D34 utilizes the Units of Study curriculum resource for literacy. Read about the workshop model here. Here is the Common Core alignment with the Units of Study for Reading.

Math Concept: Place Value

• Skill: Students will learn that each place on a place value chart is ten times larger than the place to the right.  Students learn the place of a digit in a number as well as the value of that digit.  Students learn to compare numbers using the symbols <, >, and =.

Math Concept: Rounding

• Skill: Students learn strategies to round numbers up to the millions place.

Math Concept: Estimation

• Skill: Students learn to use strategies--rounding, close-to estimation and front-end estimation- to solve multi-step number stories.  They learn how to create number models for multi-step problems.

Math Concept: Addition and Subtraction

• Skill: Students review strategies for multi-digit addition and subtraction including partial sums and subtracting by counting up.  

Math Concept: Measurement

• Skill: Students will learn to measure using US Customary System units of length including inches, feet, and yards.  Students will convert between these measurements. 

• Skill: Students will study units of time including seconds, minutes and hours. 

• Skill: Students will learn to measure using the Metric System units of length including millimeter, centimeter, and meter. Students will convert between these measurements. 

Math Concept: Geometry

• Skill: Students will learn to write, draw and identify basic geometry terms including point, line, line segment, ray, angle.

• Skill: Students will learn to draw, label and identify two-dimensional shapes including triangles and quadrilaterals.

• Skill: Students will learn to classify triangles and quadrilaterals by their sides and by their angles. 

• Skill: Students will find line symmetry in a variety of shapes. 

Math Concept: Area and Perimeter

• Skill: Students will learn and apply the formulas for finding the area and perimeter of rectangles and squares. 

Math Concept: Number Theory

• Skills: Students will learn how to identify square numbers, the factors and  multiples of a number, and prime and composite numbers.

Math Concept: Multiplication and Division

• Students will learn how to write multiplicative comparison number stories. 

Math Concept: Fractions

• Skill: Students will begin to explore fraction equivalency, and the comparing and ordering of fractions using pictures, fraction circles and number lines..

Math Concept: Decimals

• Skill: Students will learn how to read and write decimals, identify tenths and hundredths in relation to a whole unit, and compare decimals up to the hundredths place. 

D34 utilizes the Everyday Math curriculum resource for mathematics.

Patterns of Earth’s Features and Processes That Shape the Earth (Earth Science)

What evidence do we have that Earth’s surface has changed over time?

• Students will be able to identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

How do the effects of weathering and the rate of erosion help to shape the Earth’s surface?

• Students will be able to make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

How can you use what you know about erosion to solve a problem?

• Students will be able to generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Can you find patterns from data and maps to explain Earth’s features?

• Students will be able to analyze and interpret data from maps to describe patterns of Earth’s features.

Science Unit developed from Next Generation Science Standards 

The History of Immigration to Illinois

• Did the American Dream come true for immigrants to Illinois?
• In this unit, students will investigate the experiences faced by Northern European and later Southern European immigrant groups who traveled through Ellis Island in New York and on to Illinois. Later during the Great Migrations, African Americans came to Illinois, and then in the mid-nineteenth and twentieth centuries, Latinx people arrived. In examining the initial hopes of immigrants and their reasons for coming to America, the social and economic conditions at the time, and the realities of establishing a new life for immigrant families, students will be able to develop an argument with evidence to answer the compelling question, “Did the American Dream come true for immigrants who came to Illinois?" and/or "Were they able to enjoy equal rights?”

 

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 1 - Ensemble Development

• Actors will establish learning guidelines for drama

• Actors will understand performer and audience roles 

• Actors will participate in ensemble building activities

• Actors will identify how drama work reflects the perspectives of a community or culture

Unit 2 - Using the Actor’s Tools: Body and Mind

• Actors will use their minds to imagine and create artistic ideas for characters and stories

• Actors will develop and explore altering physical choices to communicate character thoughts and emotions in group projects

• Actors will rehearse their work and communicate meaning through performing for their peers

• Actors will reflect on shared drama work by making connections and evaluating design and performance contributions

• Actors will participate in ensemble games and activities focusing on developing ideas and making physical choices

Music

Rhythm

• Review reading rhythms using quarter notes, paired eighth notes, half notes, dotted half notes, whole notes, quarter rests and half rests

• Introduce sixteenth notes and dotted quarter notes

• Rhythmic identification and dictation

• Review meters of 4/4, 3/4 and 2/4

Pitch

• Review identifying notes on a Treble Clef staff

• Introduce ledger lines

• Introduce the Pentatonic Scale

• Improvise using the Pentatonic Scale

Form

• Sing, play and listen to songs in AB, ABA and Rondo forms.

Singing

• Echo and Call & Response singing

Physical Education (PE)

• Basketball dribbling - dribbling with both dominant and non-dominant hands using a mature pattern

• Personal Responsibility - ability to stay positive and react appropriately

• Engagement - high levels of attention, focus and effort

• Other areas that are covered: gymnastics, dance, climbing, bowling, Kids Heart Challenge, volo tennis

• Following classroom routines

• Building class community

Second Step Unit 2:  Emotion Management

 

Second Step Unit 3:  Empathy and Kindness

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit 2 - Reading the Weather, Reading the World

• Readers learn from texts by identifying text structure, summarizing the main idea, and using expert words. 

• Readers research a topic by previewing subtopics and synthesizing information across texts.

• Readers take action by noticing patterns and asking questions.

• Readers research using credible sources.

Unit 3 - Biography

• Readers use literary elements of a story to read biographies.

• Readers acquire knowledge about a historical era, place, and events when reading biographies. 

• Readers critically analyze the impact and relevance of the subject’s life on society and their own life. 

Writing

Unit 2 - Boxes and Bullets

• Writers grow ideas by writing about people, objects, and events.

• Writers write a thesis statement.

• Writers gather evidence from a variety of sources and organize it.

• Writers link their evidence to their reasons and thesis statements.

Unit 3 - Lit Essay

• Writers grow ideas by writing about literary works.

• Writers write a claim about a literary work.

• Writers support their claim with reasons and evidence. 

• Writers group ideas to support their claim. 

• Writers write comparative essays about interpretations across multiple texts.

Math Concept: Fractions

• Students will begin to explore fraction equivalency, and the comparing and ordering of fractions using pictures, fraction circles and number lines.

• Students will decompose fractions, find the whole for fractions and simplify fractions.

• Students will add and subtract fractions with like denominators. 

• Students will add and subtract mixed numbers with like denominators and learn how to give an answer in simplest form. 

Math Concept:  Decimals

•  Students will learn how to read and write decimals, identify tenths and hundredths in relation to a whole unit, and compare decimals up to the hundredths place. 

Math Concept:  Multiplication

•  Students will learn how to extend original facts by changing each factor to a multiple of 10.

• Students will learn how to estimate products. 

• Students will learn several strategies for multiplication including the area model, partial products and traditional multiplication. 

• Students will practice multiplying with two-digit and three-digit numbers.

• Students will solve multi-step multiplication number stories. 

Math Concept:  Measurement and Data

•  Students will convert measurements of length between millimeters, centimeters and meters.

• Students will convert liquid measurements between liters and milliliters.

• Students will convert measurements of mass between grams and kilograms. 

• Students will organize data on a line plot.

Math Concept:  Geometry

• Students will learn to identify angle rotations including full turn, half turn, and quarter turn. 

• Students will identify lines of symmetry in polygons. 

D34 utilizes the Everyday Math curriculum resource for mathematics.

Unit 2:  Forces and Energy 

How does the speed of an object affect the force of that object?

• Students will be able to use evidence to support the idea that the speed of an object impacts how much force that object can exert on other objects.

What are the different ways that energy is transferred from place to place?

• Students will make observations and provide evidence that energy can be transferred from place to place by sound, light, heat, and electricity.

How does energy change when objects collide?

• Students will conduct experiments to investigate the changes in energy when objects collide at different speeds and with different amounts of mass.

How can I design, test, and refine a device that converts energy from one form to another?

• Students will use the scientific ideas learned about energy transfer and force to design, create and test out a device that converts energy from one form to another.  

Science Unit developed from Next Generation Science Standards 

The History of Immigration to Illinois

Did the American Dream come true for immigrants to Illinois?

• In this unit, students will investigate the experiences faced by Northern European and later Southern European immigrant groups who traveled through Ellis Island in New York and on to Illinois. Later during the Great Migrations, African Americans came to Illinois, and then in the mid-nineteenth and twentieth centuries, Latinx people arrived. In examining the initial hopes of immigrants and their reasons for coming to America, the social and economic conditions at the time, and the realities of establishing a new life for immigrant families, students will be able to develop an argument with evidence to answer the compelling question, “Did the American Dream come true for immigrants who came to Illinois?" and/or "Were they able to enjoy equal rights?”

Unit 1:  How has our state of Illinois changed over time?

• Students will learn that the study of geography helps us understand our world.

• Students will examine the differences between physical geography and human geography. 

• Students will examine physical and political maps of Illinois and identify how the population of our state has changed over time.

• Students will explore the reasons why people have changed the land in Illinois over time. 

• Students will research information about the state of Illinois including:

  • Landforms and water forms

  • Large cities

  • Tourist attractions

  • Famous people

  • Landmarks

  • Economic or Historical Features

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 3 - Using the Actor’s Tools: Voice and Mind

• Actors will use their minds to imagine and create artistic ideas for characters and stories

• Actors will develop and explore altering vocal choices to communicate character thoughts and emotions in group projects

• Actors will rehearse their work and communicate meaning through performing for their peers

• Actors will reflect on shared drama work by making connections and evaluating design and performance contributions

• Actors will participate in ensemble games and activities focusing on developing ideas and making vocal choices

• Actors will practice breathing and projection techniques

Unit 4 - All Together Now: Small Group/Individual Performance Pieces

• Actors will use their mind, body, and voice to imagine and create artistic ideas for characters and stories

• Actors will collaborate to develop design choices and original ideas focused on character and plot

• Actors will rehearse to explore and develop physical and vocal choices to communicate character thoughts and emotions

• Actors will communicate meaning through performing small group or individual performance pieces for their peers

• Actors will reflect on shared drama work by making connections and evaluating design and performance contributions

• Actors will identify how drama work reflects the perspectives of a community or culture

Music

Keyboard

• Play simple songs on the keyboard using correct pitch and rhythm.

Composition

• Compose a 12 measure song in an ABA form using a pentatonic scale.

Singing

• Echo and Call & Response singing.

• Sing patriotic songs.

• Basketball dribbling - students dribble with both dominant and non-dominant hands using a mature pattern

• Personal Responsibility - students ability to stay positive and react appropriately

• Engagement - students display high levels of attention, focus and effort

• Other areas that are covered: gymnastics, dance, climbing, bowling, Kids Heart Challenge, volo tennis

• Following classroom routines

• Building class community

Second Step Unit 4: Problem Solving

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

In grade K-5 we work within the balanced literacy framework to teach literacy. Units of Study in reading and writing is our core curricular resource. To learn more about our District literacy vision and mission, the balanced literacy framework and workshop model, view this video (to view in Spanish, see here).  You can find 3-5 resources to support your readers and writers at home here.

Reading

Unit - Historical Fiction Clubs

• Readers synthesize the settings with the plotlines in a historical fiction novel. 

• Readers construct a sense of setting as physical and emotional while noticing the mood in a text. 

• Readers grow and revise interpretations about a text, supported by text evidence. 

• Readers synthesize across fiction and nonfiction texts to further develop their understanding of characters, their struggles, their perspectives, their insights, and their knowledge of history.

Writing

Unit - Journalism

• Journalists write news articles and feature articles. 

• Journalists generate ideas by living wide-awake lives and noticing details in the world around them.

• Journalists write using a structure to organize their facts and details.

• Journalists use informational writing strategies to elaborate. 

• Journalists consider all the perspectives and their audience when writing.

• Journalists edit and revise using informational writing techniques. 

Math Concept: Division

• Students use their knowledge of multiplication facts to solve division facts. 

• Students will divide two-digit and three-digit dividends by one and two-digit divisors. 

• Students learn strategies for division including partial quotients and traditional division. 

• Students interpret remainders by rounding up, ignoring the remainder, or converting the remainder to a fraction or decimal. 

Math Concept: Measurement and Data

• Students convert units of weight between ounces, pounds and tons.

• Students convert liquid measures between ounces, pints, quarts and gallons. 

• Students organize data on a line plot.

Math Concept: Geometry

• Students learn how to use a half-circle and full-circle protractor to measure angles. 

• Students extend their study of line symmetry.

Math Concept: Fractions

• Students solve number stories using fractions and mixed numbers. 

• Students multiply unit fractions by a whole number. 

• Students multiply mixed numbers by whole numbers. 

• Students solve multi-step fraction number stories. 

Math Concept: Number Theory

• Students identify and generate patterns in numbers.

Math Concept: Decimals

• Students solve decimal number stories. 

D34 utilizes the Everyday Math curriculum resource for mathematics.

Unit 3: Waves and Information Processing

How can we develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move?

• Students make models to describe the parts of a wave and their major properties?

How do waves impact the motion of an object?

• Students investigate waves and their impact on objects in water.

How can we use waves to transfer information?

• Students investigate multiple ways in which information can be transmitted using patterns.

Unit 4:  Structure and Function

How do sensory organs, and internal and external structures help plants and animals obtain information, react to stimuli, and survive in an ecosystem?

• Students investigate different types of structures found in both plants and animals and how these structures help that animal survive and reproduce. 

How do animals take in information through their senses, process the information in their brain, and then respond?

• Students develop models to demonstrate how animals receive information through their senses, process that information and respond.

What path does light take when it is reflected, blocked, or as it passes through differently shaped objects?

• Students will, through experimentation, demonstrate that light can be reflected, blocked, or changed as it passes through differently shaped objects.  

How can we use models to explain how light is reflected off objects, enters the eye, and allows us to see.  

• Students create models to show the path that light travels as it reflects off of objects, enters the eye and allows us to see.  

How can you use what you’ve learned about internal and external structures and information processing, to design and build a model that solves a problem?

• Students build a prototype of a model that will support an animal with a missing structure.

• Students design and build a model of a product that utilizes a structure from nature.  

Science Unit developed from Next Generation Science Standards

Cultural and Environmental Characteristics of Illinois and How They Have Changed Over Time

• In this unit, students investigate the experiences faced by Northern European and later Southern European immigrant groups who traveled through Ellis Island in New York and on to Illinois. Later during the Great Migration, African Americans came to Illinois; and then in the mid-nineteenth and twentieth centuries, Latinx people arrived. In examining the initial hopes of immigrants and their reasons for coming to America, the social and economic conditions at the time, and the realities of establishing a new life for immigrant families, students will be able to develop an argument with evidence to answer the compelling question, “Did the American Dream come true for immigrants who came to Illinois?" and/or "Were they able to enjoy equal rights?”

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists analyze and evaluate their work as well as the work of others.

• Artists reflect on messages and emotions being communicated in art.

Connecting

• Artists make observations and connections to their surroundings in their art.

• Artists connect to their community and culture through their art.

• Artists make connections with time, place and culture in art.

Drama

Unit 5 - Performance Time: Larger Ensemble Work

• Actors use their mind, body, and voice to imagine and create artistic ideas for characters and stories

• Actors collaborate to develop design choices and original ideas focused on character and plot

• Actors rehearse to explore and develop physical and vocal choices to communicate character thoughts and emotions

• Actors communicate meaning through performing large ensemble performance pieces for their peers

• Actors reflect on shared drama work by making connections and evaluating design and performance contributions

• Actors  identify how drama work reflects the perspectives of a community or culture

Unit 6 - The Arts in History, Society, and Everyday Life

• Actors participate in ensemble games and activities focusing on developing ideas and making physical and vocal choices

• Actors identify how drama work reflects the perspectives of a community or culture

• Actors relate drama work with societal, cultural, and historical context to deepen understanding through interrelating and research

Music

Timbre

• Students aurally identify instruments of the orchestra.

• Students identify different voice types (Soprano, Alto, Tenor, Bass)

• Students compare and contrast major and minor music.

Time Periods

• Students explore musical time periods and their composers (Renaissance, Baroque, Classical, Romantic)

Singing

• Students do echo and call & response singing

• Students throw overhand - 5 out of the 5 critical elements of a proper throw

• Students show personal responsibility - ability to stay positive and react appropriately

• Student engagement - high levels of attention, focus and effort

• Other areas that are covered: climbing, leisure unit, track and field, kickball/softball, golf, floor hockey, 

• Following classroom routines

• Building class community
   

• Second Step Unit 1: Growth Mindset and Goal-Setting

  • Identify a personal goal and make a plan to reach the goal

  • Monitor progress and identify roadblocks

  • Modify a plan to move or work around roadblocks

  • Reflect to inform future goals
     

• Second Step Bullying Prevention Unit

  • Recognizing bullying

  • Reporting bullying

  • Refusing bullying

  • Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Reading

Unit 1 - Interpretation Book Clubs (realistic fiction)

• Readers write about reading.

• Readers interpret themes.

• Readers support ideas with text evidence.

• Readers analyze author's craft.

• Readers analyze theme.

Writing

Unit 1 - Narrative Craft (narrative)

• Writers generate personal narratives using different strategies. 

• Writers move through the writing process -rehearsing, drafting, revising, and editing.

• Writers elaborating on parts of a story.

Literary Essay (opinion writing) 

• Writers develop and support a claim in a structured essay. 

• Writers grow ideas about texts.

• Writers craft powerful introductions and conclusions.

• Writers edit for publication

D34 utilizes the Units of Study curriculum resource for literacy. Read about the workshop model here. Here is the Common Core alignment with the Units of Study for Reading. 

Math Concept: Place Value

• Skill: Students will recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

• Skill: Students will explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.

Math Concept: Multiplication

• Skill: Students will fluently multiply multi-digit whole numbers.

Math Concept: Division

• Skill: Students will fluently divide multi-digit numbers with up to four-digit dividends and two-digit divisors.

Math Concept: Measurement

• Skill: Students will find the area of a rectangle with fractional side lengths. 

• Skill: Students will understand the concept of volume and will calculate the volume of an object by counting cubes and using a formula. 

Math Concept: Problem-Solving

• Skill: Students will solve multi-step problems involving addition, subtraction, multiplication, and division.

• Skill: Students will use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols in order to solve multi-step problems.

D34 utilizes the Everyday Math curriculum resource for mathematics.

 

Structure and Properties of Matter (Chemistry)

How can we design a model to demonstrate how molecules look in solids, liquids and gases?

• Students will be able to develop a model to describe that matter is made of particles too small to be seen. 

How can we use observations and measurements to identify matter by its physical properties?

• Students will be able to make observations and measurements to identify materials based on their properties. 

How can we determine if mixing two substances results in a chemical reaction?

• Students will be able to conduct an investigation to determine whether the mixing of two or more substances results in new substances. 

How can we provide evidence that proves matter is never lost but just changes form?

• Students will be able to measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the  total weight of matter is conserved.

Science Unit developed from Next Generation Science Standards 

The Birth of the Colonies

• Who came to colonial America and why? What happened when new and indigineous peoples in colonial America interacted?

• In this unit we study the Birth of the Colonies. We look into European exploration and settlement to discover how European nations explored and established settlements in the Americas. We talk about the human and physical geography of the occupied land where the 13 colonies were established. Students will also consider similarities and differences among the English colonies in North America.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 1 - Ensemble Development

• Actors will establish learning guidelines for drama

• Actors will understand performer and audience roles 

• Actors will participate in ensemble building activities

• Actors will identify how drama work reflects the perspectives of a community or culture

Unit 2 - Using the Actor’s Tools: Body and Mind

• Actors will use their minds to imagine and create artistic ideas for characters and stories

• Actors will develop and explore altering physical choices to communicate character thoughts and emotions in group projects

• Actors will rehearse their work and communicate meaning through performing for their peers

• Actors will reflect on shared drama work by making connections and evaluating design and performance contributions

• Actors will participate in ensemble games and activities focusing on developing ideas and making physical choices

Music

Rhythm

• Review reading, identifying and dictating rhythms using quarter notes, paired eighth notes, half notes, dotted half notes, whole notes, quarter rests, half rests, sixteenth notes and dotted quarter notes

• Introduce triplets

Pitch

• Review the Treble Clef staff and ledger lines

• Introduce the Blues Scale

• Improvise using the Blues Scale

Form

• Introduce the 12-Bar Blues

Cultural

• Explore the history of Blues music and its connection to modern music

Singing

• Echo and Call & Response singing

• Students throw overhand - 3 out of the 5 critical elements of a proper throw

• Students will dribble the soccer ball - dribbling with control at a slow to moderate speed

• Students will exhibit personal responsibility - ability to stay positive and react appropriately

• Students will be engaged - high levels of attention, focus and effort

• Other areas that are covered: team building (cooperation / teamwork), climbing (muscular strength / endurance), football (throwing), Frisbee (throwing), volleyball (bump, set and serve)

• Following classroom routines

• Building class community
   

Second Step Unit

• Monitor

• Modify

• Reflect

Second Step Bullying Prevention Unit

• Recognizing bullying

• Reporting bullying

• Refusing bullying

• Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit 2 - Argument and Advocacy

• Readers study a debatable issue that can be considered from multiple perspectives

• Readers summarize ideas about an issue

• Readers synthesize evidence from multiple texts

• Readers question what they read 

• Readers debate the same/different position about the same issue

• Readers rank evidence

• Readers analyze perspective and author’s craft

• Readers revise their position and evidence

• Readers compare/contrast author’s craft

• Readers consider issues of power between the lines of their text

Unit 3 - Reading History

• Readers pay attention to text structures in order to organize their notes and thinking

• Readers synthesize new information by making connections by linking prior knowledge

• Readers learn about multiple points of view in order to gain a more complete picture of events in the past 

• Readers support a position with reasons and evidence

• Readers preview, paraphrase, and study all parts of text to determine the main idea

Writing

Unit 3 - Research Based Argument Essay (argumentative)

• Writers develop a solid argument (using evidence to form an opinion)

• Writers research both sides of an issue

• Writers analyze data and research to support their claim

• Writers evaluate evidence 

• Writers unpack their evidence

• Writers stand up for they believe in by conducting research

• Writers include small moment examples to bring their issues to life

Unit 4 - Bringing History to Life (informational)

• Writers write an informational book

• Writers write chapters in an informational book with chapters written in different genres

• Writers organize their writing using headings and subheadings

• Writers elaborate with facts, definitions, and details and organize in a logical structure that highlights importance 

• Writers use transition words and phrases in a purposeful way 

• Writers use text features, historical details, and quotations to underscore the main message 

• Writers consider the life lessons and themes from their topics, as well as, point of view

• Writers add in their own thinking about the information into their book

Math Concept: Fractions

• Students add and subtract fractions and mixed numbers with unlike denominators.

Math Concept: Decimals

• Students read, write, and compare decimals to the thousandths place.

• Students use place value understanding to round decimals to any place.

• Students add, subtract, multiply, and divide decimals to the hundredths place. 

Math Concept: Measurement

• Students make a line plot to display a data set of measurements in fractions of a unit and interpret said data to solve problems.

Math Concept: Geometry

• Students graph points (x,y) in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Math Concept: Problem-Solving

• Students solve multi-step problems involving addition, subtraction, multiplication, division, decimals, and fractions. 

• Students use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols in order to solve multi-step problems.

D34 utilizes the Everyday Math curriculum resource for mathematics.
 

Unit 2:  Matter and Energy Transfer in an Ecosystem

What do plants need in order to grow?

• Students will, through experimentation, support the idea that plants get what they need to grow mostly from air and water. 

Where does the energy in an ecosystem come from and what is it used for?

• Students use models to describe how organisms in an ecosystem use the energy they receive from to grow, repair, move, maintain body systems and warmth

• Students use models to describe that all the energy in an ecosystem started with the sun.  

How does matter and energy move in an ecosystem among plants, animals, decomposers, and the environment?

• Students develop models to describe the movement of energy and matter in an ecosystem through plants, animals, decomposers and the environment.  

What happens when ecosystems become unbalanced?

• Students create an argument that demonstrates how one organism in an ecosystem can cause an imbalance in the entire ecosystem.  

• Students model the impact of human interference on the balance of ecosystems.

Unit 3:  Earth Systems

How do the 4 earth systems interact?

• Students describe the characteristics of each system, including physical characteristics and how each behaves and supports earth as a system.  (geosphere, hydrosphere, biosphere, and atmosphere)

• Students demonstrate through models how each of these systems interacts with each other to support life on earth?

• Students solve a problem, caused by human interference, that is affecting our earth’s spheres?

What  is the amount and percentage of water and fresh water found on earth and how is it distributed?

• Students graph the percentages of both freshwater and saltwater and determine the tiny amount of water that is usable for human consumption.

Science Unit developed from Next Generation Science Standards 

 

The United States is Born - The Declaration of Independence 

• In this unit we study the events leading up to the American Revolution and the Declaration of Independence. Students evaluate events that deeply divided the American colonists and eventually caused them to rebel against the British government. Further, students learn about key events leading up to the writing of the Declaration of Independence and analyze key excerpts and the principles of government they express. Finally, students determine factors of the war for independence from Great Britain —examining the strengths and weaknesses of each side, important battles, and other key factors in the conflict— to determine how the British were defeated.

The United States Grows Up - Articles of Confederation and the US Constitution 

• In this unit, students will learn how our system of government was developed and why it was created in this manner. Students examine the factors that led to the creation of a strong central government under the US Constitution.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 3 - Using the Actor’s Tools: Voice and Mind

• Actors will use their minds to imagine and create artistic ideas for characters and stories

• Actors will develop and explore vocal choices to create meaning in dialogue and action in group projects

• Actors will rehearse their work and communicate meaning through performing for their peers

• Actors will reflect on shared drama work by interpreting connections and evaluating design and performance contributions

• Actors will participate in ensemble games and activities focusing on developing ideas and making vocal choices

• Actors will practice breathing and projection techniques

Unit 4 - All Together Now: Small Group/Individual Performance Pieces

• Actors will use their mind, body, and voice to imagine and create artistic ideas for characters and stories

• Actors will collaborate to develop and improve design choices and original ideas that focus on characters and their circumstances

• Actors will rehearse to explore and develop physical and vocal choices to communicate meaning in dialogue and action and to support character development

• Actors will communicate meaning through performing small group or individual performance pieces for their peers or invited audiences

• Actors will reflect on shared drama work by interpreting connections and evaluating design and performance contributions

• Actors will explain how drama connects oneself to a community or culture

Music

Composition

• Compose a 12-Bar Blues song in an AABA form.

Singing

• Echo and Call & Response singing.

• Sing patriotic songs.

• Preparation for performances.

• Basketball dribbling -  students will combine hand dribbling with other skills (passing / shooting)

• Personal Responsibility - students ability to stay positive and react appropriately

• Engagement - students display high levels of attention, focus and effort

• Other areas that are covered: gymnastics, dance, climbing, bowling, Kids Heart Challenge, volo tennis

• Following classroom routines

• Building class community

Second Step Unit

• Identify a personal goal and make a plan to reach the goal

• Monitor progress and identify roadblocks

• Modify a plan to move or work around roadblocks

• Reflect to inform future goals

Second Step Bullying Prevention Unit

• Recognizing bullying

• Reporting bullying

• Refusing bullying

• Bystander power

D34 utilizes the Second Step curriculum resource for SEL, which is aligned with the Illinois Social Emotional Learning Standards and CASEL’s SEL competencies. Read about the specific alignment between CASEL’s competencies and the Second Step curriculum here.

Reading

Unit - Fantasy Book Clubs

• Readers analyze a text.

• Readers consider how a story portrays cultures and represents characters.

• Readers notice patterns across text.

• Readers read complex texts developing skills of synthesis and interpretation.

• Readers think metaphorically about a text.

Writing

Shaping Texts (Memoir)

• Writers generate an idea about their life by writing big and small topics. 

• Writers structure, draft, and revise their memoir by studying mentor text, using all they know about good writing, and bringing out the internal story in their narrative. 

• Writers generate new ideas for a memoir by planning, then draft, reviise, edit, and publish.

Math Concept: Fractions

• Skill: Students interpret a fraction as division of the numerator by the denominator.

• Skill: Students multiply a fraction or whole number by a fraction.

• Skill: Students divide unit fractions by whole numbers and whole numbers by unit fractions.

Math Concept: Geometry

• Skill: Students graph points (x,y) in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

• Skill: Students understand the attributes of and classify two-dimensional figures, such as different triangles and quadrilaterals. 

Math Concept: Problem-Solving

• Skill: Students solve multi-step problems involving addition, subtraction, multiplication, division, decimals, and fractions. 

• Skill: Students use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols in order to solve multi-step problems.

D34 utilizes the Everyday Math curriculum resource for mathematics.

 

Unit 4:  Earth’s Place in the Universe

What effect does Earth’s gravitational force have on objects?

• Students actively participate in labs where they will investigate the gravitational pull on objects both on Earth and on other planets.  

• Students argue that all objects on Earth are subject to the gravitational force that pulls them towards the center of the Earth.

When looking in the night sky, why are some stars brighter than others?

• Students compare and contrast star size versus distance from earth

• Students build models to represent the differences in star size in comparison to the distance from earth.

What patterns can we see in the relationship between the suns position and the size and angle of shadows

• Students will, through experimentation, argue that the angle of the sun determines the length of shadows in different seasons and at different times of the day.  

How does the rotation and revolution of the earth affect patterns of stars in the sky?

• Students use models to investigate the rotation and revolution of the earth and its effect on the constellations that can be seen in different seasons and in different positions on Earth.  

Science Unit developed from Next Generation Science Standards 

 

Unit 3: The United States Grows Up - Articles of Confederation and U.S. Constitution

Essential Questions: How was our government formed? Why do forms of government change? Why did Americans need a government? How did Americans organize their government? What values does the American government represent? Why do countries need governments? How do the laws of our U.S. government affect me?

• Students learn how our system of government was developed and why it was created in this manner.

• Students examine the factors that led to the creation of a strong central government under the U.S. Constitution.

Unit 4: Want to Trade? The U.S. Becomes a Economic Power

Essential Questions: How do countries interact to fulfill their needs for goods and services? What is the "real cost" of goods around the world?

• Students research how people and economies are impacted through trade. 

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Art

Creating

• Artists will plan, revise, problem solve and experiment with ideas, techniques, tools and media.

• Artists will be given choice and encouraged in  their creative process.

Presenting

• Artists will reflect on their own work as well as the work of others.

• Artists will be given opportunities to share their work and ideas.

Responding

• Artists will analyze and evaluate their work as well as the work of others.

• Artists will reflect on messages and emotions being communicated in art.

Connecting

• Artists will make observations and connections to their surroundings in their art.

• Artists will connect to their community and culture through their art.

• Artists will make connections with time, place and culture in art.

Drama

Unit 5 - Performance Time: Larger Ensemble Work

• Actors use their mind, body, and voice to imagine and create artistic ideas for characters and stories

• Actors collaborate to develop and improve design choices and original ideas that focus on characters and their circumstances

• Actors rehearse to explore and develop physical and vocal choices to communicate meaning in dialogue and action and to support character development

• Actors communicate meaning through performing large ensemble performance pieces for invited audiences

• Actors reflect on shared drama work by interpreting connections and evaluating design and performance contributions

• Actors explain how drama connects oneself to a community or culture

Unit 6 - The Arts in History, Society, and Everyday Life

• Actors participate in ensemble games and activities focusing on developing ideas and making physical and vocal choices

• Actors explain how drama connects oneself to a community or culture

• Actors relate drama work with societal, cultural, and historical context to deepen understanding through interrelating and research

Music

Ukulele

• Students learn basic strumming patterns

• Students play various chords including C, F, G7 and C7.

• Students play and sing a variety of songs.

Singing

• Students echo and call & response singing

• Students throw overhand - 5 out of the 5 critical elements of a proper throw while using different objects to throw (football, dodge ball, tennis ball)

• Students personal responsibility - ability to stay positive and react appropriately

• Student engagement - high levels of attention, focus and effort

• Other areas that are covered: climbing, leisure unit, track and field, kickball/softball, golf, floor hockey

 

Human Growth and Development

Parents will receive information from the school in advance of this unit being taught. 

Changes During Adolescence

• Growth spurts
• Sexual maturity
• Some changes in a girl’s body
• Some changes in a boy’s body
• Acne/perspiration
• Emotional changes 
• Social changes

Male Reproductive System 

• Male reproductive organs
• Normal male bodily functions

Female Reproductive System

• Female reproductive organs/functions
• Ovulation and menstruation
• Types of sanitary products
• When menstruation stops

Second Step: Each grade level focuses on similar themes but in an age-appropriate way that builds off previous years' lessons

Unit 1: Growth Mindset & Goal setting
Unit 2: Recognizing Bullying and Harassment
Unit 3: Thoughts, Emotions & Decisions
Unit 4: Managing Relationships and Social conflicts

• Regular SEL check-ins offered to all students
• Access to social workers as needed
• Middle School Success Class (physical and digital organization, time management and planning, study skills, prioritization, listening skills, test preparation, note-taking strategies, and goal setting)

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Writing

Unit 1- Personal Narrative (Narrative)

• Writers will write a story that has tension, resolution, and realistic characters.

• Writers will convey an idea, lesson, or theme in their narrative piece.

Writers will move through the writing process, drafting, editing, revising, and publishing.

Matter and its interactions (MSPS1-1, MSPS1-2, MSPS1-4) 

In this unit, students will: 

• Create a model that shows that substances are made from different types of atoms and molecules, which combine with one another in various ways.  (MSPS1-1)

• Construct a model to predict and describe changes in particle motion, temperature, and the state of a pure substance when thermal energy is added or removed. (MSPS1-2)

• Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred  (MSPS1-4)

This unit follows the Next Generation Science Standards. 

US History: Westward Expansion Through the Progressive Era

Westward Expansion (Manifest Destiny)

• In this unit, students will learn about the growth and change brought on by "Manifest Destiny" (the belief that American expansion was both justified and inevitable) as our nation grew from 13 states to span from coast to coast.  Topics included in this unit: trails west, the migration experience, Indian Removal, conflicts with Mexico and Canada, and land purchased, annexed, won, and taken.

Causes of the Civil War

• In this unit, students will be exploring the theme of conflict-resolution as they gather additional knowledge about slavery and states’ rights. 

• Topics in this unit include: 

  • Regional differences of The North and The South, slavery being the major difference

  • Slavery (from both moral and economic perspectives

  • Abolitionists

  • Five key compromises

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Demonstrates competency in a variety of motor skills and movement patterns.

• Throwing, catching, passing, receiving
• Dribbling and ball control, shooting
• Offensive skills
• Serving, striking, and weight transfer
• Forehand, backhand, and volley strokes

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

• Creating space with movement, offensive tactics, using width and length
• Reducing space by changing size and shape
• Reducing space using denial
• Transitions from offense to defense or defense to offense

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

• Components of fitness
• Participates in self-selected physical activity outside of physical education class
• Participating in a variety of aerobic fitness activities
• Participating in a variety of lifetime recreational team sports, outdoor pursuits or dance activities
• Employs correct techniques and methods of stretching
• Aerobic and anaerobic capacity
• FITT components of the overload principle
• Warm-ups and cool-downs
• Physical activity and heart rate
• Major muscles used in selected physical activities
• Nutrition

Exhibits responsible personal and social behavior that respects self and others.

• Personal responsibility and appropriate conduct
• Rules and etiquette
• Safety

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

• Physical activity and health
• Coping with individual challenges
• Respect for self and others
• Social interaction: Teamwork

 

 

• Vocal production practices
• Music literacy skills
• Singing with an ensemble
• Performance etiquette and skills
• Vocal health
• Artistic interpretation and expression

• Reading Fluency: Identify & perform notes on G, D, and A strings without hesitation - by letter name and by finger numbers
• Rhythm Fluency: Identify & perform quarter, eighth, half, dotted half, whole notes & rests
• Ensemble etiquette & performing in parts: Listening to others and playing your own part with confidence
• Key Recognition: D and G major
• Effective practice strategies

 

• Perform various styles of band literature, appropriate to grade level, with melodic and rhythmic accuracy.
• Demonstrate proper care and maintenance of their instrument.
• Demonstrate proper rehearsal and performance etiquette.
• Demonstrate mastery of the Concert Bb Major Scale
• Perform and count a variety of new rhythmic patterns including dotted half notes and eighth notes

• Use of iPad device, Schoology, PowerSchool & Notability
• Organizing material: Google Drive
• Active Listening
• Planning: Prioritizing
• Note Taking
• Test Preparation
• Self Advocacy

Students will develop basic art skills; drawing, painting and sculpting, design artwork using a variety of media and techniques, develop students’ creativity and self-expression, and recognize and use the art elements (line, shape, color, value, form, texture and space)

2D Project: Students will create a work of art that demonstrates mastery of the elements of art and experiment with a variety 2D mediums.

• This project can include experiences in contour drawing, watercolor painting, value study, colored pencil, etc.
• Students develop content knowledge in the elements of art (line, shape, color, value, and space), contour lines, observational drawing, etc.

3D Project: Students will create a sculptural work of art that demonstrates mastery of the elements of art and experiment with 3D mediums.

• This project can include experiences in ceramics, paper mache, plaster, metal tooling, etc.
• Students develop content knowledge in the remaining elements of art ( form and texture), develop ceramic and sculptural vocabulary and processes.

• Audience etiquette
• Solo Pantomime performance structure/elements
• Monologues
• Vocal exercises
• Stage directions 
• Vocabulary: movement, acting, voice, drama terms
• Self-reflection and critiques
• Final Exam

6th Grade Modern Media: Consuming & Producing Media

Modern Media is an Encore course in which students will dig into media production. It is designed to help students become better consumers of the information constantly coming at them. They will also get to create their own media. Students will experience and analyze various formats of media (print, audio, and video) using the evaluation strategy, R.A.F.T. (Role, Audience, Format, Topic). Using media literacy skills, students will discover some of the methods and tricks used in these various media formats. They will have the opportunity to produce media based on their own passions. Modern Media students will engage in the D34 inquiry process as they work all of the way through pre-production planning, to creating, and ultimately sharing their final print, audio, and video products. After students present to their peers, they will have a chance to evaluate their work and reflect on their progress and learning.  The following units comprise the general 6th grade curriculum: 

Unit 1 - Introduction

• Explore & Discover media foundations  through provocations, question formulation, and types of media understood through R.A.F.T.

Unit 2 - Learning Through Production

• Producing PRINT media to experience its R.A.F.T. capability & limits

Unit 3 - Learning Through Production

• Producing audio media to experience its R.A.F.T. capability & limits

Unit 4 - Learning Through Production

• Producing video media to experience its R.A.F.T. capability & limits

 

Extension Class

Students in 6th, 7th and 8th grade have the opportunity to build on their media knowledge through inquiry in an additional Modern Media class. Students' end product will be a print and video, knowing that audio is a required component of the video. Students will have the opportunity to choose the topic of their project.

• Musical traditions from Latin America
• Original melody creation
• Ukulele basic skills
• Playing in a small group ensemble
• 12 Bar Blues improvisation and arrangement

• Students will learn the Engineering Design Process. They will understand the steps and be able to explain how it is iterative (repeats back on itself).
• Students will learn about and practice different types of modeling: thumbnail, isometric, and multi-view sketches, as well as 3D modeling using CAD.
• Students will practice with measuring distance, including centimeters vs. inches
• Students will learn collaboration and communication skills.
• Students will be able to reflect on their work and identify opportunities for improvement.

Second Step: Each grade level focuses on similar themes but in an age-appropriate way that builds off previous years' lessons

Unit 1: Growth Mindset & Goal setting
Unit 2: Recognizing Bullying and Harassment
Unit 3: Thoughts, Emotions & Decisions
Unit 4: Managing Relationships and Social conflicts

• Regular SEL check-ins offered to all students
• Access to social workers as needed
• Middle School Success Class (physical and digital organization, time management and planning, study skills, prioritization, listening skills, test preparation, note-taking strategies, and goal setting)

Writing

Unit 2 - Research-Based Information Writing (Information)

• Writers will convey ideas and information about a subject in a well-structured text.
• Writers will incorporate arguments, explanations, stories, and/or procedural passages into their information writing.
• Writers move through the writing process, drafting, revising, editing, and publishing.

Cell Processes (MSLS1-1, MSLS1-2, MSLS1-3) 

In this unit, students will: 

• Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (MSLS1-1)

• Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.  (MSLS1-2)

• Create an argument supported by evidence to explain how cells, tissues, organs and organ systems work together.   (MSLS1-3)

This unit follows the Next Generation Science Standards.

Changing Earth (MSESS2-2, MSESS2-3, MSESS2-1, MSESS2-2)

In this unit, students will: 

• Find patterns of fossils and rocks, continental shapes and the seafloor structures by analyzing and interpreting data to explain the Theory of Plate Tectonics. (ESS2.3)

• Construct an explanation based on evidence for how geoscience processes have changed Earth's surface over time and spatial scales.(ESS2-2)

• Develop a model that shows the cycling of Earth's materials and the flow of energy that drives this process and how it changes over time. (ESS2-1)

• Construct an explanation of how the movement of water causes changes in land features. (ESS2.2)

This unit follows the Next Generation Science Standards. This unit will span trimester 2 and 3

US History: Westward Expansion Through the Progressive Era

The Civil War

• In this unit, students will observe how The Civil War changed our nation. It caused changes to the soldiers, the civilian population, the land, the economy, industry & technology, and to the powers of the Executive, Legislative, and Judicial Branches. In addition, students will learn about how an individual battle affected the outcome of the war. Finally, students will study the defeat of the Confederacy and the long-term and short-term effects of the Civil War.

Reconstruction & The Amendment Process

• How did we move from the wounds of war to living in peace? During The Reconstruction, the US tried to overcome major conflicts related to equal rights for African Americans, the readmittance of southern states back into the union, and the physical rebuilding of a war ravaged nation. In this unit, students will be given the opportunity to research a topic on the following theme: America returns to a nation of United States. 

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Second Step: Each grade level focuses on similar themes but in an age-appropriate way that builds off previous years' lessons

Unit 1: Growth Mindset & Goal setting
Unit 2: Recognizing Bullying and Harassment
Unit 3: Thoughts, Emotions & Decisions
Unit 4: Managing Relationships and Social conflicts

• Regular SEL check-ins offered to all students
• Access to social workers as needed
• Middle School Success Class (physical and digital organization, time management and planning, study skills, prioritization, listening skills, test preparation, note-taking strategies, and goal setting)

Writing

Unit 3 - Literary Essay: From Character to Compare/Contrast (Argument)

• Writers will explain the topic/text and take a position that can be supported by a variety of trustworthy sources.
• Writers will use text to help build the argument.
• Writers will use their argument to lead to a conclusion.
• Writers move through the writing process, drafting, revising, editing, and publishing.

Changing Earth (MSESS2-2, MSESS2-3, MSESS2-1, MSESS2-2)

In this unit, students will: 

• Find patterns of fossils and rocks, continental shapes and the seafloor structures by analyzing and interpreting data to explain the Theory of Plate Tectonics. (ESS2.3)

• Construct an explanation based on evidence for how geoscience processes have changed Earth's surface over time and spatial scales.(ESS2-2)

• Develop a model that shows the cycling of Earth's materials and the flow of energy that drives this process and how it changes over time. (ESS2-1)

• Construct an explanation of how the movement of water causes changes in land features. (ESS2.2)

This unit follows the Next Generation Science Standards. This unit will span trimester 2 and 3

Physic: Motion and Stability (MSPS2-2, MSPS2-1, MSPS3-2, MSPS3-1)

In this unit, students will: 

• Plan an investigation to provide evidence supporting Newton's 1st and 2nd laws of motion. (MSPS2-2)

• Demonstrate Newton's 3rd law of motion while creating a design solution for two colliding objects. (MSPS2-1)

• Create a graph displaying data that shows the relationship between kinetic energy, mass and speed of an object. (MSPS3-2)

• Develop a model to describe that when the distance between objects change, different amounts of potential energy are stored in the system. (MSPS3-1)

This unit follows the Next Generation Science Standards.

 

US History: Westward Expansion Through the Progressive Era

Immigration, Industrialization, and Urbanization

• In this unit, students will learn about the quickly changing post-reconstruction America. With the end of reconstruction, the nation rapidly changed in response to new technologies and industries. Massive immigration from other struggling areas of the world and centralized businesses led to the growth of cities. And as the cities change rapidly, new problems arise.

Reform: The Progressive Era & Amendments 17-19

• In this unit, students will study the Women’s Suffrage Movement, labor unions, child labor, urbanization problems, and the Temperance Movement. Then, students will investigate opportunities to improve conditions in their own school or community, based on the notion that progressive people work to reform and improve society.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Second Step: Each grade level focuses on similar themes but in an age-appropriate way that builds off previous years' lessons

Unit 1: Growth Mindset & Goal setting

Unit 2: Recognizing Bullying and Harassment

Unit 3: Thoughts, Emotions & Decisions

Unit 4: Managing Relationships and Social conflicts

• Regular SEL Check-ins offered to all students
• Access to social workers as needed
• Middle School Success Class (physical and digital organization, time management and planning, study skills, prioritization, listening skills, test preparation, note-taking strategies, and goal-setting)

Glenview District 34’s literacy implementation mission is to strengthen our core literacy instructional practice(s) for all students through consistency, inclusion and high impact, research-based teaching and learning. We envision all students and staff engaging, growing and thriving in an intentional literacy learning model using common structures and resources.

District 34’s literacy practices are aligned with the Active View of Reading (Duke and Cartwright 2021). Using an Intentional Literacy Framework, students are taught active self regulation, word recognition, bridging processes, and language comprehension. Our explicit phonological awareness and phonics instruction involves teaching the relationship between sounds and letters, promoting strong foundational skills for decoding and encoding. Our practices reflect that reading is an interactive and dynamic process that involves the active engagement of the reader's prior knowledge, experiences, and cognitive processes.

Writing

Unit 1 - Realistic Fiction (Narrative)

• Writers will create a narrative that has realistic characters, tension, and change.
• Writers will convey and develop an idea, lesson, or theme.
• Writers will move through the writing process, drafting, editing, revising and publishing.

US History: Imperialism Through the War on Terror

Note: Depending on the team, 7th grade either begins or ends with the Constitution unit. The rest of the units progress in the same order and each trimester has three total units.

Unit 1 or 9

The US Constitution & Key Government Documents

• In this unit, students will explore the key tenets of the US and Illinois Constitutions. These governing documents codify the principles found in the Declaration of Independence and serve as the foundation for all other governmental decisions . Both Documents are based on compromise and support the view that common citizens may govern themselves within the structure of a federal republic.

Unit 1 or 2

Imperialism and the Emergence of Modern America

• In this unit, students will analyze America's changing identity.  In answering how American identity, rights, power, and resources led to its expansion to become a global power, students will be asked to justify the means by which lands came under control of the United States? The inquiry calls into question motives and outcomes of imperialism by considering both the positive and negative results.

Unit 2 or 3

WWI: Making the World Safe for Democracy 

• In this unit, students will experience the causes of The Great War through an experiential exercise which explores Imperialism, Nationalism, Militarism, and Alliance. Students will study the causes and effects of war on nations and citizens. Finally, students will discover how the Versailles treaty ended hostilities in Europe while it also laid the groundwork for the rise of dictators and WWII.

Unit 3 or 4

America Looks Inward (The Roaring 20s)

• In this unit, students will research and experience the cultural changes that took place in the “Roaring '20s.” The 1920's started with a sense of rebellion and nonconformity after the tragedy of WW1. It was also a decade that witnessed the growing optimism within America. Conversely, throughout the decade there were groups whose plight underscored the crumbling foundation that America's prosperity was built on.

*Additional content and topics may appear in this unit that derive from the Illinois State Board of Education Mandated Units of Study.

*All units have been designed with the Illinois Social Science Learning Standards.

Demonstrates competency in a variety of motor skills and movement patterns.

• Throwing, catching, passing, receiving
• Dribbling and ball control, shooting
• Offensive skills
• Serving, striking, and weight transfer
• Forehand, backhand, and volley strokes

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

• Creating space with movement, offensive tactics, using width and length
• Reducing space using locomotor movements in combination with movement concepts
• Reducing space using denial
• Transitions from offense to defense or defense to offense

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

• Health and skill related components of fitness
• Participates in self-selected physical activity outside of physical education class
• Participating in a variety of strength and endurance physical activities
• Participating in a variety of lifetime dual and individual sports, martial arts or aquatic activities
• Static and dynamic stretching
• FITT components of the overload principle
• Warm-ups and cool-downs
• Heart rate and the intensity of exercise
• Major muscles used in selected physical activities
• Nutrition and hydration
• The role of exercise and nutrition in weight management
• Stress management and physical activity

Exhibits responsible personal and social behavior that respects self and others.

• Personal responsibility and appropriate conduct
• Intrinsic and extrinsic motivation
• Rules and etiquette
• Self-officiation physical activities and games
• Safe and independent usage of physical activities and equipment

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

• Physical activity and health
• Coping with group challenges
• Problem solving skills
• Respect for self and others
• Social interaction: Supporting others

 

 

Unit 1: Bio-Flow

• Endothermic/Exothermic Reactions 
• Law of Conservation of Matter
• Cellular Respiration
• Photosynthesis
• Food Webs and Ecosystems

• Vocal production practices
• Music literacy skills
• Singing with an ensemble
• Performance etiquette and skills
• Vocal health
• Artistic interpretation and expression

• Bowing Styles & Management (Hooks, Stacatto, Accents, Slurring 3+)
• Shifting in Positions (Third - violin/viola; Second/Third - Cello)
• Dynamic Ranges
• Identification and performing in major/minor modes
• Extensions on C/G/D strings

 

• Perform various styles of band literature, appropriate to grade level, with melodic and rhythmic accuracy. 
• Demonstrate accurate tuning process for their instrument.
• Demonstrate appropriate use of expression, dynamics, phrasing and articulation.
• Demonstrate mastery of the Concert Eb Major Scale
• Perform and count a variety of rhythmic patterns including sixteenth notes

Spanish

Review from sixth grade

• Essential questions, greetings, colors, numbers, clothing
• Class objects and basic class commands

Description

• Noun  and adjective agreement
• Describing self and others using high frequency verbs

Culture

• Day of the Dead celebration
• Culture of Spanish speaking countries
• The importance of family traditions 

French

• Describing family 6th grade review
• Personality & physical descriptions
• High frequency verbs
• Noun & adjective agreement
• Culture of French-speaking countries

Students will build upon their art skills in drawing, painting, and design artwork using a variety of media and techniques. Students will develop creativity, self-expression, and recognize and use the and art principles (rhythm, balance, proportion, variety, emphasis, harmony and unity).

2D Project 1: Students will create a work of art that demonstrates mastery of the principles of art and understand the characteristics of different styles of art.

• This project can include experience in acrylic painting on canvas
• Students develop content knowledge in: art painting styles throughout history, acrylic painting, criticism and aesthetics conversations about students' artwork.

2D Project 2: Students will create a work of art that demonstrates mastery of the principles of art and experiment with a variety to 2D mediums.

• This project can include experiences in: printmaking, tie dye, graphic design
• Students develop content knowledge in: graphic design, process of tie dying or printmaking, criticism and aesthetics conversations about students' artwork.

• Audience etiquette
• Duet Pantomime performance structure/elements
• Theatre history primitive - Renaissance
• SPeech creation and presentation
• Duet acting scenes
• Self-reflection and critiques
• Final exam

7th & 8th Grade Modern Media: Learning Audio Production 

7th and 8th grade Modern Media students will dig into audio production. Building on the 6th grade intro course, students will begin the year with a review of common apps used on our iPad, as well as a review of the soundbooth studio. In order to create, students will need to review our evaluative strategy, R.A.F.T. (Role, Audience, Format, Topic). Students will discover some of the methods and tricks used in creating audio, as well how to go beyond our level 1 iPad tool. Modern Media students will engage in the D34 inquiry process as they work all of the way through pre-production to planning, to creating, and to ultimately sharing their products. 

Unit 1 - Introduction & Review

• Explore & Discover 

• Produce a personal playlist using iMovie

Unit 2 - Learning Through Production

• Producing a Longform Podcast using app(s) of their choice

Unit 3 - Learning Through Production

• Producing a Shortform Podcast

 

Extension Class

Students in 6th, 7th and 8th grade have the opportunity to build on their media knowledge through inquiry in an additional Modern Media class. Students' end product will be a print and video, knowing that audio is a required component of the video. Students will have the opportunity to choose the topic of their project.

• Survey of African Musical Traditions
• Original songwriting project
• Ukulele basic skills
• In depth analysis of musical elements in pop music
• History of music from Baroque, Classical, and Romantic Eras