In this module, students will study the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They will consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, The Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls LaNier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they will consider the different ways in which the story of The Little Rock Nine has been told.

In this module, students analyze arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then research to gather evidence to make their own spoken and written arguments. Students will read Michael Pollan’s The Omnivore’s Dilemma (930L), a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims. In Unit 2, students engage in a robust research project in which they further investigate the consequences of each of the food chains and the stakeholders affected in those food chains. To help students grapple with this issue, they use a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine, based on evidence and their own values, to take a position on which food chain they would choose if they were trying to feed everyone in the US. Students finish the module by writing a position paper explaining which of Michael Pollan’s food chain they would choose to feed the US and why, and creating a poster stating their position. This task addresses NYSP12 ELA Standards RI.8.1,W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e and W.8.9.

In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.

In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.

In this module, students read, analyze and evaluate informational and argument writing and build, through focused instruction, the skills required to craft strong and well-supported argument writing of their own. Through the study of a variety of texts, students learn to think of the products they use and consume everyday as part of a complex web of global production and trade that extends not only to distant lands but to the past as well.

Labs component for Grade K: Module 1 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Toys and Play, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Grade K: Module 1 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of toys and play. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Labs component for Grade K: Module 2 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Weather Wonders, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Grade K: Module 2 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of weather and its wonders. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of the nature of trees. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Grade K: Module 4 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of enjoying and appreciating trees. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Grade K: Module 1 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

Grade K: Module 2 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

Grade K: Module 3 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

Grade K: Module 4 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

The curriculum plan provides a high-level overview of the recommended sequencing and pacing of topics, writing texts, and required texts for each grade and shows the four modules per year for each grade level. This curriculum plan aligns to the 3-5 Language Arts, Second Edition.

The curriculum plan provides a high-level overview of the recommended sequencing and pacing of topics, writing texts, and required texts for each grade and shows the four modules per year for each grade level. This curriculum plan aligns to the 3-5 Language Arts, Second Edition.

The curriculum plan provides a high-level overview of the recommended sequencing and pacing of topics, writing texts, and required texts for each grade and shows the four modules per year for each grade level. This curriculum plan aligns to the 3-5 Language Arts, Second Edition.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the ALL Block: the five components, how each component reinforces the work from the module lessons, how rotations work, what a day in the ALL Block looks like, and Frequently Asked Questions.