Elementary School Curriculum

Elementary English Language Arts and Literacy Curriculum

In kindergarten through third grade, the primary goal is to teach all students to read fluently and to comprehend a variety of fiction and nonfiction selections that relate to all areas of the curriculum. As they progress through the elementary grades, students continue to gain strategies for comprehending and additional exposure to new topics and texts. Students focus on reading, writing, speaking, and listening throughout the English Language Arts block and the instructional day.

Grade K

Kindergarten Pacing and Units of Study

Kindergarten students in Prince William County Public Schools will learn the 2024 Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:

Quarter 1

Unit 1: Curious About Kindergarten/Opinion Writing

In this module, students will find out that the year ahead promises to be full of new experiences. They will meet new people, explore new places, learn new skills, and think of new ideas. As students listen to a variety of texts, they will begin to learn new vocabulary words, build background knowledge, and make connections. During the writing workshop, students will share their opinions by writing about things they like about kindergarten.

Standards Covered

K.FFR.1; K.FFR.1(D,E) Print Concepts
K.FFR.2(B,C) Phonological and Phonemic Awareness
K.FFR.3(A,B,F,H) Phonics and Word Analysis
K.DSR.1(D) Developing Skilled Readers and Building Stamina
K.RV.1 Vocabulary Development and Word Analysis
K.RL Reading Literary Text
K.RL.1(A,B) Key Ideas and Plot Details
K.RL.3(A,C) Integration of Concepts
K.RI Reading Informational Text
K.RI.1(A) Key Ideas and Confirming Details
K.FFW.1(A,B,C,E) Handwriting
K.FFW.2 (B,C) Spelling
K.W Writing in a Variety of Forms
K.W.1.C Modes and Purposes for Writing
K.W.2(A) Organization and Composition
K.LU.1(B,D,E) Grammar
K.LU.2(A) Mechanics
K.C.1(A) Communication, Listening, and Collaboration
K.C.2(A,D) Speaking and Presentation of Ideas

Unit 2: There’s Only One Me!/Narrative Writing

In this module, students will explore what makes each of us one of a kind. Children learn from characters who are experts at self-reflection. They see that when we take time to appreciate who we are – inside and out, our successes and shortcomings – the happier we are just to be ourselves, and we are better able to celebrate our differences. Students will begin to apply what they have learned about story elements in fictional texts to writing a personal narrative, first as an interactive class writing and then as an independent project.

Standards Covered

K.FFR.1(A,B,C,D,F) Print Concepts
K.FFR.2(B,C) Phonological and Phonemic Awareness
K.FFR.3(A,B,F,H) Phonics and Word Analysis
K.DSR.1(D) Developing Skilled Readers and Building Stamina
K.RL.1(A,B) Key Ideas and Plot Details
K.RL.3(C)Integration of Concepts
K.RI.1(A,B) Key Ideas and Confirming Details
K.FFW.1(A,B,C,E) Handwriting K.FFW.2(B,C) Spelling
K.W.1(A,B,C) Modes and Purposes for Writing
K.W.2(A) Organization and Composition
K.LU.1(D,E) Grammar; K.LU.2(A) Mechanics
K.C.1(A) Communication, Listening, and Collaboration

Quarter 2

Unit 3: My Community Heroes/Informational Writing

In this module, students will explore that there are many everyday heroes in our communities. Children will see that we accomplish more together and that they don’t need to wait to contribute. Communities are about pooling our unique backgrounds and skills—the more diverse, the better—and that’s something they can get started on right away! Students will be introduced to Informational Writing. They will learn that they don’t just write to tell stories. They also write to teach readers about interesting topics.

Standards Covered

K.FFR.1(A,B,C,E,F)
K.FFR.2(B,C)
K.FFR.3(A,B,F,H)
K.DSR.1(D)
K.RV.1(A,C)
K.RL.1(A,B,C,D)
K.RL.3(A,C)
K.RI.1(B)
K.RI.2(A)
K.FFW.1(A,B,C,E)
K.FFW.2(B,C)
K.W.1(B,C)
K.W.2(A)
K.LU.1(A,B,D)
K.LU.2(A)
K.C.1(A)

Unit 4: Happy Healthy Me/Research

In this module, kindergartners will learn to take good care of their bodies; we’re not just helping them feel great today. We’re helping them form healthy habits to carry throughout their lives. In this module, children learn the essentials of healthy living, like eating well, exercising, and practicing good hygiene. After fun, active days, it’s a good night’s sleep.

In writing, students will begin to do research to learn about a topic they don’t already know about. They will be doing research writing about staying healthy.

Standards Covered

K.FFR.1(A,)
K.FFR.2(B,C)
K.FFR.3(A,B,F,H)
K.DSR.1(D)
K.RV.1(A)
K.RL.1(A,B,C)
K.RL.3(A,C)
K.RI.1(A,B)
K.RI.2(A)
K.FFW.1(A,B,C,E)
K.FFW.2(B,C)
K.W.1(C)
K.W.2A(ii)
K.LU.1(B,E)
K.LU.2(A,B,C)
K.C.1(A)
K.R.1(A,B,C,D)

Quarter 3

Unit 5: I Can Do It!/Narrative

In this module, kindergarten students often hear, “You can do it!” Children will meet kids who are doing it— from daring to jump off a diving board to learning to ride a bike. Despite their young age and varied abilities, children see that with a little hard work, some practice, and the inset of perseverance, they too can achieve their goals. So, let’s do it!

In writing, students will write narrative stories (true or made-up stories) that are fun to read and write. They will learn about the key features of narrative writing and start to identify and write with a beginning, middle, and end using complete sentences.

Standards Covered

K.FFR.1(A,)
K.FFR.2(B,C,D)
K.FFR.3(A,B,F,H)
K.DSR.1(D)
K.RV.1(A)
K.RL.1(A,B,C,D)
K.RL.3(A,B,C)
K.RI.1(B)
K.RI.2(A)
K.FFW.1(A,B,C,E)
K.FFW.2(B,C)
K.W.1(A,C)
K.W.2A(i)
K.LU.1(B,C,D)
K.LU.2(A,B,C)
K.C.1(A)

Unit 6: Home of the Free and the Brave/Informational

In this module, kindergarten students will learn how to show patriotism. They will learn that waving a flag is fun but also displays ways to celebrate our country. In this module, children meet some of our greatest leaders, from Washington to King. They discover our unique symbols, like the bald eagle and apple pie, and our enduring freedoms. They explore our different landscapes and diverse people, learning that we all contribute to making the USA special.

In writing, students will begin informational writing (writing that teaches about a topic) and procedural writing (writing a sequence of steps for a simple procedure). Students will learn to write a “how-to” book that teaches how to do or make something, such as make a peanut butter and jelly sandwich.

Standards Covered

K.FFR.1(B,C,F)
K.FFR.3(F)
K.DSR.1(D)
K.RV.1
K.RL.1(A,B,D)
K.RL.3(A,B,C)
K.RI.1(A,B)
K.RI.2(A)
K.FFW.1(A,B,C,E)
K.FFW.2(B,C)
K.W.1(A,C)
K.W.2(A)
K.LU.1(A,C)
K.LU.2(A,B,C)
K.C.1(A)
K.C.2(C)

Quarter 4

Unit 7: Zoom In! / Creative Story Writing and Poetry

In this module, we recognize that kindergartners are natural explorers. When we guide them to stop and look closely at new things—or familiar things in new ways—they make rich discoveries. The texts in this module inspire children to zoom in, whether it’s exploring a fascinating corner of nature, like the world of ants, or appreciating beauty in everyday experiences, like a man strumming his guitar on the bus. Children will look closely, think differently, ask questions, and make connections. In writing, children will learn that creative writing is a type of narrative that uses imagination to make up characters and settings. They can write about anything they think of – even talking animals or aliens from outer space! They will also learn to write poems using descriptive words to talk about something.

Standards Covered

K.FFR.1(F)
K.FFR.3(B,E)
K.DSR.1(C,D)
K.RV.1(E)
K.RL.1(B,C,)
K.RL.3(A,C)
K.RI.1(A,B)
K.RI.2(A)
K.RI.3(A)
K.FFW.1(A,B,C,E)
K.FFW.2(A,B,C)
K.W.1(A,B,C)
K.W.2(A)
K.LU.2(A,B,C)
K.C.1(A)

Unit 8: From Plant to Plate/ Research

This module serves up some fun foods like peanut butter and jelly sandwiches and rainbow stew. Are you hungry yet? Well, start reading! From down in the dirt to the top of the ground, there are many things happening that help plants grow in the garden. Children will discover how bugs, worms, snakes, and even skunks help us grow the seeds, roots, stems, leaves, and flowers we eat. In writing, children will be doing research writing. They will research to answer questions. Students will have the opportunity to read books, talk to experts, and look online to answer questions.

Standards Covered

K.FFR.1(B,C)
K.FFR.3(B)
K.DSR.1(D)
K.RV.1
K.RL.1(B,C,D)
K.RL.3(C)
K.RI.1(A,B)
K.RI.2(A)
K.RI.3(A,B)
K.FFW.2(C)
K.W.1(C)
K.W.2(A)
K.LU.2(A,B,C)
K.C.1(A)
K.R.1 (A,B,C, D)

Grade 1

First Grade Pacing and Units of Study

First grade students in Prince William County Public Schools will learn the 2024 Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:

Quarter 1

Unit 1: Nice to Meet You!/Personal Narrative

In this module, children will read about how the people they meet and their experiences can help them. Children will read about the different activities they can do at school. They also will read about what makes a good friend, the many kinds of friends they can have, and what makes each person special. During the writing workshop, students will learn that everyone has a story to tell. Children will engage in the full writing process to produce an oral story.

Standards Covered

1.FFR.2(A,B,C)
1.FFR.3(A,E,F)
1.DSR(A,D)
1.RV.1
1.RL.1(A,B,C,D)
1.RL.3(A,C)
1.RI.1(A,B)
1.FFW.2(A,D)
1.W.1(A) 1.W.2(A)
1.LU.1(A,C,E,F)
1.LU.2(A)
1.C.1(A)
1.C.2(A,B)

Unit 2: My Family, My Community/Descriptive Essay

This module describes communities as special places to live. It explains how the people who live there, including family members, work together to make it better for everyone. As students listen to a variety of texts, they will build deep topic knowledge about different kinds of communities and families. In the writing workshop, children will engage in the full writing process to produce a descriptive essay about what makes our world a special place.

Standards Covered

1.FFR.2(A,B,C)
1.FFR.3(A,E,F)
1.DSR(D)
1.RL.1(A,B,C)
1.RL.3(A)
1.RI.1(A,B,C)
1.RI.2(A)
1.RI.3(A,B)
1.FFW.2(A,D)
1.W.1(B)
1.W.2(A)
1.W.3(A)
1.LU.1(A,C,D,G)
1.LU.2(A,B)
1.C.1(A)
1.C.2(B)
1.C.2(B)

Quarter 2

Unit 3: Amazing Animals/Research Essay

In this module, children will discover many details about animals as they read both nonfiction and fiction selections. These texts encourage readers to be curious as they investigate animal life. Children will learn about the various characteristics of animals that allow them to grow and survive in the natural world. They will also explore the different kinds of structures animals build for homes and protection. After reading the module’s texts, children should have a greater appreciation of the animal kingdom’s diversity. In writing, children will engage in the full writing process to produce a research essay.

Standards Covered

1.FFR.2(A,B,C)
1.FFR.3(A,B)
1.DSR(A,D)
1.RV.1(A,C)
1.RL.1(A,B,C)
1.RL. 3(A)
1.RI.1(A,B)
1.RI.2(A,B)
1.FFW.2(A,C)
1.W.1(B,D)
1.W.2(A)
1.W.3(A)
1.LU.1(A,B,D)
1.LU. 2(A,B)
1.C.1(A)
1.C.2(B)
1.R.1(B,D,E)

Unit 4: Better Together/Procedural Text

Playing games and doing fun things with other people is part of being a child. In this module, children will listen to and read stories and informational texts about getting along and being a good sport. They will discover that playing games is a great way to spend time with friends and get healthy exercise, too! As children explore this topic, they will also learn about the importance of playing fairly and persevering when things get challenging. In writing, children will engage in the full writing process to produce a procedural text.

Standards Covered

1.FFR.2(A,B,C)
1.FFR.3(B)
1.DSR(A,D)
1.RV.1(A,B,C,E)
1.RL.1(A,B,C,D)
1.RL.3(A,B)
1.RI.1(B,C)
1.RI.2(A)
1.RI.3(B)
1.FFW.2(A)
1.W.1(B,D)
1.W.2(A)
1.W.3(A)
1.LU.1(A,B,C)
1.LU.2(A,B,C)
1.C.1(A)
1.C.2(B)

Children have become very familiar with the routines they follow during times of light and dark or day and night. They may want to know why daytime turns to nighttime. This module describes how sources of light affect people. It explains the relationship between the Earth and the sun. Children learn that the rotation of the Earth causes night and day. They also learn how the seasons change as Earth revolves around the sun. In the writing, children will engage in the full writing process to produce an imaginative story.

Standards Covered

1.FFR.2(A,B,C)
1.FFR.3(A,B,D)
1.DSR(D)
1.RV.1(A,E,F)
1.RL.1(A,B,C,D)
1.RL.3(A,B)
1.RI.1(A,B,C)
1.RI.2(A)
1.FFW.1(A)
1.FFW.2(A,B,C)
1.W.1(A,D)
1.W.2(A)
1.W.3(A)
1.LU.1(A,B,C,D,E,F)
1.LU.2(A,B)
1.C.1(A)
1.C.2(B)

Unit 5: Now You See It. Now You Don’t/Imaginative Story

Standards Covered

1FFR.2(A,B,C)
1FFR.3(A,B,D)
1DSR(D)
1RV.1(A,E,F)
1RL.1(A,B,C,D)
1RL.3(A,B)
1RI.1(A,B,C)
1RI.2(A)
1FFW.1(A)
1FFW.2(A,B,C)
1W.1(A,D)
1W.2(A)
1W.3(A)
1LU.1(A,B,C,D,E,F)
1LU.2(A,B)
1C.1(A)
1C.2(B)

Quarter 3

Unit 6: Celebrate America/Personal Narrative

Even at a young age, children in your class have almost certainly experienced patriotic holidays, such as the Fourth of July. They can likely identify the American flag and other patriotic symbols. Children in first grade are ready to examine the purposes for celebrating patriotic holidays and symbols. In this module, they explore why people sing patriotic songs. In addition, they learn about a variety of patriotic topics, including monuments, the Liberty Bell and other U.S. symbols, and the nation’s presidents.

In writing, students engage in the full writing process to produce a personal narrative.

Standards Covered

1FFR.2(A,B,C)
1FFR.3(A,B,D)
1DSR(D)
1RV.1(A,B,E,F,G)
1RL.1(A,B,C,D)
1RL.3(A)
1RI.1(A,C)
1RI.2(A)
1RI.3(A)
1FFW.2(B,C)
1W.1(A,D)
1W.2(A)
1W.3(A)
1LU.1(A,D,E,F,H)
1LU.2(A,B)
1C.1(A)
1C.2(B)

Unit 7: The Big Outdoors/Opinion Writing

In this module, children will examine a variety of environments and natural changes in the world. They also will grow to recognize the importance of recycling and protecting the land.

Children will discover that they can use their observation skills to notice natural changes, such as changes in weather and changes in water as it moves through the water cycle. They will reinforce their knowledge through a variety of text genres, including an engaging song to wrap up the module.

In writing, children will engage in the full writing process to produce an opinion writing piece.

Standards Covered

1FFR.2(A,B,C)
1FFR.3(B,C,D)
1DSR(A,D)
1RV.1(D)
1RL.1(B,C,D)
1RI.1(A,B,C)
1FFW.2(C)
1W.1(C,D)
1W.2(A)
1W.3(A)
1LU.1(C,E,F,H)
1LU.2(A,B,C)
1C.1(A)
1C.2(B)
1R.1(A,B)

Unit 8: Tell Me a Story/Personal Narrative

In this module, children will enjoy classic tales and contemporary stories as they get to know storytellers from long ago and from the present.

Children will deepen their understanding of the lessons stories can teach, such as the importance of resilience in the face of challenges. Children will discover that characters in stories rarely get things right the first time they try something new. Like real people, characters often overcome challenges by refusing to give up and trying again.

In writing, children will engage in the full writing process to produce a personal narrative.

Standards Covered

1FFR.2(A,B,C)
1FFR.3(C)
1DSR(D)
1RV.1(A,C,E,F)
1RL.1(A,B,C,D)
1RL.3(A,B,C)
1RI.1(A,B)
1RI.2(A)
1RI.3(B)
1FFW.2(C)
1W.1(A,D)
1W.2(A)
1W.3(A)
1LU.1(C,D,E)
1LU.2(A,B,C)
1C.1(A)
1C.2(B)

Quarter 4

Unit 9: Grow, Plants, Grow! / Descriptive Essay

An excellent way for children to learn about growth, development, and change is by studying plants. Children can read about a variety of plants and watch them “grow” before their very eyes. In this module, they will learn about the life cycles and characteristics of plant life as they read informational texts, fiction, and poetry. Children will explore the great variety in the plant world and how plants grow and survive from season to season. They will uncover many of the reasons why people grow and protect plants.

In the writing workshop, children will engage in the full writing process to produce a descriptive essay.

Standards Covered

1FFR.2(A,B,C)
1FFR.3(C)
1DSR(A,D)
1RV.1(A,B)
1RL.1(A,B,C,D)
1RL.3(A)
1RI.1(B)
1RI.2(A)
1RI.3(A)
1FFW.2(C)
1W.1(B,D)
1W.2(A)
1W.3(A)
1LU.1(C,D,F)
LU.2(A,B,C)
C.1(A)
C.2(B)

Unit 10: Dare to Dream/Biographical Essay

In this module, children will recognize that good things can happen when a person is brave enough to try something new. They will read about inventors, architects, and others who have been brave and tried new things. Children will also find that people can meet challenges and solve

problems through perseverance. They will discover that by persevering, they can achieve their own dreams, which can benefit individuals, their communities, and the world.

In the writing workshop, children will engage in the full writing process to produce a biographical essay.

Standards Covered

1FFR.2(A,B,C)
1FFR.3(A,B,C)
1DSR(C,D)
1RV.1(A,C,E,F,G)
1RL.1(A,B,C)
1RL.3(A,B,C)
1RI.1(A,B,C)
1RI.3(A)
1FFW.2(C)
1W.1(B,D)
1W.2(A)
1W.3(A)
1LU.1(C,E)
1LU.2(A,B,C)
1C.1(A)
1C.2(B)
1R.1(A,B,C,D,E)

Unit 11: Genre Studies/Writing About Texts Read or Heard

Students will complete two mini-genre studies: informational texts and folktales.

When studying informational texts, students will recognize and describe the characteristics of informational texts. They will determine the purpose for using genre features as they identify and use text features and graphics to locate and gain information. Finally, they will identify main ideas and supporting details by using text evidence.

When studying folktales, students will recognize and describe the characteristics of folktales. They will determine the purpose of using genre features as they identify the lessons of folktales. Finally, students will describe characters and the reasons for their actions, using evidence from the text and pictures.

In the writing workshop, students will combine drawing, dictating, and writing about texts read or heard, in which they share their thinking with a couple of supporting details from the text.

Standards Covered

1FFR.2(A,B,C)
1FFR.3(E)
1DSR(C)
1RV.1(E)
1RL.1(A,B,C)
1RI.1(A,B)
1RI.2(A,B)
1FFW.1(A,B,C)
1FFW.2(A,B,C,D)
1W.1(D)
1LU.1(A,B,C,D,E,F,G)
1LU.2(A,B,C)
1C.1(A)
1C.2(B)

Grade 2

Second Grade Pacing and Units of Study

Second grade students in Prince William County Public Schools will learn the 2024 Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:

Quarter 1

Unit 1: Be a Super Citizen/Personal Narrative

Doing the right thing, telling the truth, respecting the needs of others, and being kind are all characteristics of good citizens. These principles can be simple to put into practice, but people sometimes need to pay more attention to them. In this module, children will listen to and read about characters and real people who illustrate what it means to be a good citizen. They will also learn how being a good citizen makes a difference at home, school, and community. To frame students’ thinking before writing their personal narrative in this module, they will think about how even the smallest actions can lead to big results.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(A,B,C,E)
2.DSR(A,D)
2.RV.1
2.RL.1(A,C,D)
2.RL.3(A)
2.RI.1(B)
2.Rl.2(B)
2.FFW.2(A,C)
2.W.1(A,D)
2.W.2(A)
2.W.3(A,B)
2.LU.1(A,F,H)
2.LU.2(A)
2.C.1(A)
2.C.2(A)

Assessment Window: October 7-11, 2024

Unit 2: Look Around and Explore/Descriptive Essay

When children hear the word explore, they may think about traveling great distances to faraway lands. However, children do not have to go far to explore. Stepping outside to observe the plants and animals in nature can provide opportunities for exploration. Exploration can take place inside a good book! In this module, children will listen to and read texts that inspire them to look at the details in the world around them and learn new things. To frame students' thinking before writing their descriptive essay, students will learn that there are many ways to explore the world.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(A,B,C,D,E)
2.DSR(B,C,D)
2.RV.1
2.RL.1(A,D)
2.RL.3(A,B)
2.RI.1(B)
2.Rl.2(A,B)
2.RI.3 (A)
2.FFW.2(A,B,C)
2.W.1(B)
2.W.2(A)
2.W.3(A,B)
2.LU.1(C,F)
2.LU.2(A)
2.C.1(A)
2.C.2(A)
2.R.1(A,B,C,D,E)

Assessment Window: October 28 - November 1, 2024

Quarter 2

Unit 3: Meet in the Middle/Persuasive Essay

Disagreements can sometimes stress relationships. But can we agree to disagree and still get along? In this module, children will learn ways to listen to each other and work out disagreements. Through reading and collaboration, children will learn to see different points of view. Then, they will be able to understand why people may disagree and why sometimes that might be okay! In writing, students will engage in the full writing process to produce a persuasive essay.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(A,B,C,E)
2.DSR(A,B,C,D)
2.RV.1(A,E,F,H)
2.RL.1(A)
2.RL.3(A)
2.RI.1(B,C)
2.RI.2(A,B)
2.FFW.2(A,B,C)
2.W.1(C)
2.W.2(A)
2.W.3(A,B)
2.LU.1(C,E,F)
2.LU.2(C)
2.C.1(A)
2.C.2(A,B)

Assessment Window: November 25-29, 2024

Unit 4: Once Upon a Time/Imaginative Story

In this module, children will experience traditional and contemporary stories. Some of these are stories that may be familiar to children but have a new, interesting twist! Children will learn that stories can convey messages to readers. Important lessons can be learned from the characters, and just like real people, characters in stories make mistakes and learn from what they do wrong. Readers can learn valuable lessons from the actions of these characters. In writing, students will produce an imaginative story with key parts to keep the reader interested.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(B,E)
2.DSR(C,D)
2.RV.1(A,E,H)
2.RL.1(A,B,C,D)
2.RL.3(A,B,C)
2.Rl.2(A)
2.FFW.2(A,B,C)
2.W.1(A)
2.W.2(A)
2.W.3(A,B)
2.LU.1(A,D,E)
2.LU.2(A,C)
2.C.1(A)
2.C.2(A,C)

Assessment Window: December 16-20, 2024

Unit 5: Lead the Way/Personal Essay

The principal of a school, the mayor of a town or city, and the owner of a local business have at least one thing in common—they are all leaders in the community. But what makes these people good leaders? In this module, children will read stories and texts that will help them identify the qualities many good leaders possess. They can learn to recognize these qualities in themselves so they can work to become good leaders in the classroom and in their school. In writing, students will produce a personal essay.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(B,E)
2.DSR(C,D)
2.RV.1(A,B,E)
2.RL.1(A,C,D)
2.RL.3(A)
2.RI.1(B)
2.Rl.2(A,B)
2.RI.3(A)
2.FFW.2(A,B,C)
2.W.1(A)
2.W.2(A)
2.W.3(A,B)
2.LU.1(A,D,E,G)
2.LU.2(C)
2.C.1(A)
2.C.2(A,C)

Assessment Window: January 27-31, 2025

Quarter 3

Unit 6: Weather Wise/Opinion Essay

In this module, children will learn how weather changes from day to day and from season to season. Through texts and collaborative work, children will explore types of weather they may experience quite often or may never experience—such as blizzards or hurricanes. Children will also learn to notice how the weather affects them and their communities.

In writing, children will engage in the full writing process to produce an opinion essay.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(A,B,E)
2.DSR(C,D)
2.RV.1(A,B,C,E,H)
2.RL.1(A,C,D)
2.RI.1(C)
2.Rl.2(A,B)
2.RI.3(A)
2.FFW.1(C)
2.FFW.2(A,B,C)
2.W.1(C)
2.W.2(A)
2.W.3(A,B)
2.LU.1(B,D,E,F,G)
2.LU.2(A,C)
2.C.2(A)
2.R.1(B)

Assessment Window: February 24-28, 2025

Unit 7: Everyone Has a Story/Imaginative Story

In this module, children will read and listen to stories about important people. These stories will help children recognize that people’s lives are shaped and molded by their experiences.

Children will learn that every person has a story—and it may be a very fascinating one. In many cases, the stories in this module may describe events that are very similar to the experiences that the children have had. Children may be inspired after reading how closely the story of a very important person resembles their own!

In writing, students will engage in the full writing process to produce an imaginative story.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(D,E)
2.DSR(A,C,D)
2.RV.1(A,D,E)
2.RL.1(A,C,D)
2.RL.3(A)
2.RI.1(A,B)
2.Rl.2(A,B)
2.RI.3(A)
2.FFW.2(B,C)
2.W.1(A)
2.W.2(A)
2.W.3(A,B)
2.LU.1(E)
2.LU.2(B,C)
2.C.1(A)
2.C.2(A)
2.R.1(A)

Assessment Window: March 17-21, 2025

Unit 8: Time to Grow!/Procedural Text

When a child sees a tree, a flower, or even a field of grass, he or she may not consider where it began or what it needs. In this module, children will learn about the growth of plants and what they need to thrive.

Plants are living things, just as people and animals are. They need air, water, and sunlight to grow and retain their vibrant green leaves, healthy stems and branches. Learning about plants and how they grow is likely to ignite a spark of curiosity in a child’s mind.

In writing, students will engage in the full writing process to produce a procedural text.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(B,E)
2.DSR(D)
2.RV.1(A,E,F,H)
2.RL.1(A,C)
2.RL.3(B,C)
2.RI.1(B,C)
2.Rl.2(A,B)
2.FFW.2(A,B,C)
2.W.1(B)
2.W.2(A)
2.W.3(A,B)
2.LU.1(A,D,E,F)
2.LU.2(C)
2.C.1(A)
2.C.2(A)
2.R.1(A,B)

Assessment Window: April 28 - May 2, 2025

Quarter 4

Unit 9: Home Sweet Habitat/Research Report

What is that bird in your neighborhood—and why does it live there? In this module, children will learn about the different habitats where animals live. Hot deserts, warm rainforests, and cool, underwater habitats all provide food and shelter for the animals that live there. Through reading various texts and collaborative work, children will explore how the conditions in different habitats help different animals survive.

In the writing workshop, children will engage in the full writing process to produce a research report.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(B,D,E)
2.DSR(A,C,D)
2.RV.1(A,B,E,G)
2.RL.1(A)
2.RI.1(B)
2.Rl.2(A)
2.RI.3(A)
2.FFW.2(A,B,C)
2.W.1(B)
2.W.2(A)
2.W.3(A,B)
2.LU.1(A,D,H)
2.LU.2(C)
2.C.1(A)
2.C.2(A,C)
2.R.1(A,B,C,D,E)

No Assessment for this module

Unit 10: Many Cultures, One World/Thank You Letter

The world is more connected today than it has ever been. As a result, children are exposed to a diverse cultural landscape. Understanding and learning from different people and cultures is important in accepting and appreciating this diversity. In this module, children will read texts about a variety of cultures. They also explore how their own heritage has contributed to the American culture we all share. Learning from different people and cultures will encourage children’s interest in the world around them.

In the writing workshop, children will engage in the full writing process to produce a thank-you letter.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(C,D,E)
2.DSR(C,D)
2.RV.1(A,C,E,F,H)
2.RL.1(A,D)
2.RL.3(A,C)
2.RI.1(A)
2.Rl.2(A,B)
2.FFW.2(A,B,C)
2.W.1(C,D)
2.W.2(A)
2.W.3(A,B)
2.LU.1(A,E)
2.LU.2(C)
2.C.1(A)
2.C.2(A,C)
2.R.1(A,B,C,D,E)

No Assessment for this module

Unit 11: Weekly Genre Studies/ Write in Response to Text Read or Heard

In the reading workshop, students will complete two mini-genre studies: informational texts and realistic fiction.

When studying these genres, students will recognize and describe the characteristics of each. They will analyze texts for specific characteristics. Finally, they will determine the author’s purpose for using specific genre features.

In the writing workshop, students will write in response to text(s) read or heard to share their thinking with a couple of supporting details from the text.

Standards Covered

2.FFR.2(A,B,C)
2.FFR.3(E)
2.DSR(C,D)
2.RV.1(A,B,C,E)
2.RL.1(A,C)
2.RL.3(A)
2.RI.1(A,B)
2.Rl.2(A,B)
2.RI.3(A)
2.FFW.2(A,B,C)
2.W.1(D)
2.LU.2(C)
2.C.1(A)
2.C.2(A,C)

No Assessment for this module

Grade 3

Third Grade Pacing and Units of Study

Third grade students in Prince William County Public Schools will learn the 2024 Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:

Quarter 1

Unit 1: What a Character! /Personal

In this module, students will listen to, read, and view a variety of texts and media that present them with information about bold, interesting characters. A genre focused on realistic fiction provides students with opportunities to identify points of view, literary elements, and themes in order to better understand unfamiliar texts. Students will also encounter fantasy to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that each protagonist is a unique individual, just as they are. Students will think and reflect on things they did and friends made over the summer in order to write a personal narrative in response to the big idea: ‘Summer friends can last forever.’

Standards Covered

3.FFR.3(A,B)
3.DSR(A, B,C,D,E)
3.RV.1
3.RL.1(A,B,C)
3.RL.2(C,D)
3.RL.3(A)
3.RI.1(B)
3.RI.2(A,B)
3.FFW.2(A,B)
3.W.1(A,B)
3.W.2 (A)
3.W.3(A,B)
3.LU.1(A,B,C,E)
3.LU.2(C)
3.C.1(A)
3.C.2(A)

Assessment Window: October 7-11, 2024

Unit 2: Use Your Words/ Write a Letter

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the importance of words and how they are used to express ideas and feelings. A genre focused on letters and poetry provides students with opportunities to identify elements of poetry in order to better understand unfamiliar texts. Students will also encounter memoirs and fantasy to build knowledge across genres. As students build vocabulary and synthesize topic knowledge, they will learn that words can take them on an adventure or teach them something new. Students will think about their hopes and dreams for the future in order to write a letter to their future self in response to the big idea ‘The future me is open for all possibilities’.

Standards Covered

3.FFR.3(B,C)
3.DSR(B,C,D,E)
3.RV.1
3.RL.1(B,C)
3.RL.2(B,C,D)
3.RL.3(A)
3.RI.2(B)
3.FFW.2(A,B,)
3.W.1(A,B)
3.W.2 (A)
3.W.3(A,B)
3.LU.1(A,B,D)
3.LU.2(A,C)
3.C.1(A)

Assessment Window: October 28 - November 1, 2024

Quarter 2

Unit 3: Let Freedom Ring/Descriptive Essay

In this module, students will listen to, read, and view a variety of texts and media that present them with information about important U.S. documents and symbols. A genre focus on nonfiction provides students with opportunities to identify the main (central) idea, text structure, and media techniques in order to better understand unfamiliar texts. Students will learn more about our country’s history and how various symbols came to represent the values and ideals of the United States. Students will think about a place they are familiar with to write a descriptive essay in response to the big idea ‘Places leave impressions.

Standards Covered

3.FFR.3(A,B,C)
3.DSR(A,C,D,E)
3.RV.1(A,B,C,D,E,H,J
3.RL.1(B,C)
3.RL.2(A,B)
3.RL.3(A)
3.1(A,B,C,)
3.Rl.2(A,B,C)
3.RI.3(A)
3.FFW.2(A,B)
3.W.1(A,C)
3.W.2A(i,ii,iii)
3.W.3(A,B)
3.LU.1(A,B,C)
3.LU.2(A)
3.C.1(A,iii)
3.C.2(A)

Assessment Window: November 25-26, 2024

Unit 4: Stories on Stage/Narrative

In this module, students will listen to, read, and view a variety of texts and media that give them information about the features of drama. A drama genre focus provides students with opportunities to identify elements of drama and literary elements to better understand unfamiliar texts. Students will also encounter fables and videos to build knowledge across genres. Students will engage in the full writing process to produce a story during this three-week module.

Standards Covered

3.FFR.3(A,B,C)
3.DSR(B,D,E)
3.RV.1 (C,D,J)
3.RL.1(A,B)
3.RL.2(B)
3.RL.3(A)
3.RI.1(A,B,C)
3.Rl.2(A,C)
3.FFW.2(A,B)
3.W.1(A)
3.W.2A(ii)
3.W.3(A,B)
3.LU.1(D)
3.LU.2(B,D)
3.C.1A(iii)
3.C.2A(i)

Assessment Window: December 16-20, 2024

Unit 5: Teamwork/Persuasive Letter

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the concept of teamwork. A genre focused on realistic fiction provides students with opportunities to identify literary elements, the author’s craft, and the theme in order to better understand unfamiliar texts. Students will learn more about how sports can bring people together to work as a team to answer the essential question, “What can sports teach us about working together?” Students will engage in the full writing process to produce an editorial during this three-week module.

Standards Covered

3.FFR.3(A,B,C)
3.DSR(A,B,C,D,E)
3.RV.1 (A,B,C,D,J)
3.RL.1(B,C)
3.RL.2(A,B,C,D)
3.RI.1(A)
3.Rl.2(A,B,C)
3.(A)
3.FFW.2(A,B)
3.W.1(A)
3.W.2A(ii)
3.W.3(A,B)
3.LU.1(A,D,E)
3.LU.2(B,D)
3.C.1(A)
3.C.2(A)

Assessment Window: January 27-31, 2025

Quarter 3

Unit 6: Animal Behaviors/Expository Essay

In this module, students will listen to, read, and view a variety of texts and media that present them with information about animal survival. A genre focus on nonfiction provides students with opportunities to identify the author’s purpose, central idea, and text structure in order to better understand unfamiliar texts. As students build their vocabulary and synthesize topic knowledge, they will learn more about the way animals utilize behaviors and characteristics, or traits, to help them survive. Students will engage in the full writing process to produce an expository essay during this three-week module.

Standards Covered

3.FFR.3(B,C)
3.DSR(A,B,C,D,E)
3.RV.1 (A,B,C,I,J)
3.RL.1(B,C)
3.RL.2(A)
3.RI.1(A,B,C)
3.Rl.2(A,B,C)
3.RI.3(A,D)
3.FFW.2(A,B)
3.W.1(A,E)
3.W.2A(i,ii,iii)
3.W.3(A,B)
3.LU.1(C,D)
3.C.1A(iii)
3.C.2(A)
3.R.1(A,B)

Assessment Window: February 24-28, 2025

Unit 7: Make a Difference, Opinion Essay

In this module, students will listen to, read, and view a variety of texts and media that provide information about building communities. A genre focus on narrative nonfiction provides students with opportunities to identify the author’s purpose, text structure, and text and graphic features to better understand unfamiliar texts. Students will also encounter historical fiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn more about the way a dedicated individual or group of people can help make a community stronger and better. In Writing, students will engage in the full writing process to produce an opinion essay during this three-week module where they will have daily writing opportunities.

Standards Covered

3.FFR.3(A,B)
3.DSR(B,C,D,E)
3.RV.1 (A,B,D,E,J)
3.RL.1(B,C)
3.RL.2(A)
3.RL.3(A)
3.Rl.2(A,B,C)
3.RI.3(A,C,D)
3.FFW.2(A)
3.W.1(A,D)
3.W.2A(i,ii,iii,iv,v)
3.W.3(A,B)
3.LU.1(A,C,D,E)
3.LU.2(B)
3.C.1(A)
3.C.2

Assessment Window: March 17-21, 2025

Unit 8: Imagine! Invent! Research Report

In this module, students will listen to, read, and view a variety of texts and media that provide information about inventors and inventions. A genre focus on nonfiction provides students with opportunities to identify text structure and central idea in order to better understand unfamiliar texts. Students will also encounter narrative poetry and opinion text to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn more about the way an idea, determination, support, and hard work can create an environment where anything is possible. In writing, students will get explicit instruction and ample opportunity to write daily and go through the full writing process to produce a research report.

Standards Covered

3.FFR.3(B)
3.DSR(C,E)
3.RV.1 (A,B,H,J)
3.RL.1(C)
3.RL.2(A)
3.Rl.2(A,B,C)
3.RI.3(A,D)
3.FFW.2(A)
3.W.1(A,C)
3.W.2A(i,ii,iii,iv,v)
3.W.3(A,B)
3.LU.1(C,D)
3.C.1A
3.C.2A
3.R.1(A,B,C,D,E)

Assessment Window: April 28 - May 2, 2025

Quarter 4

Unit 9: From Farm to Table/Persuasive Essay

In this module, students will listen to, read, and view a variety of texts and media that present them with information about where our food comes from. A genre that focuses on informational text provides students with opportunities to identify text structure, central idea, and text and graphic features in order to better understand unfamiliar texts. Students will also encounter videos to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that food’s journey to our table often begins on a farm. In writing, students will learn to write a persuasive essay. They will explore how people can have strong thoughts and feelings about a subject and will back up their opinions with multiple facts and reasons to support their argument and convince others to agree.

Standards Covered

3.FFR.3(A,B,C)
3.DSR(A,B,C,D,E)
3.RV.1 (A,B,F,H,J)
3.RL.1(C)
3.RL.2(C)
3.RL.3(A)
3.RI.1(A,B,C)
3.Rl.2(A,B,C)
3.RI.3(A,C)
3.FFW.2(A,B)
3.W.1(A,D)
3.W.2A(i,ii,iii,iv)
3.W.3(A,B)
3.LU.1(A,D,E)
3.LU.2(A,B)
3.C.1(A)
3.C.2(A)

No assessment for this module

Unit 10: Tell a Tale/Imaginative Story

In this module, students will listen to, read, and view a variety of texts and media that present them with information about stories that are worth retelling. A genre that focuses on tales provides students with opportunities to identify the author’s craft and theme, in order to better understand unfamiliar texts. As students build their vocabulary and synthesize topic knowledge, they will learn more about how people pass their culture’s tales from one generation to the next. In writing, students will learn to write an imaginative story with made-up events (fiction). An imaginative story tells about what happens to a character and what a character does. Students will also learn about the parts of a story so they can plan their own stories.

Standards Covered

3.FFR.3(C)
3.DSR(C,E)
3.RV.1 (A,F,G,J)
3.RL.1(A,B,C)
3.RL.2(A,B,D)
3.RL.3(A)
3.RI.1(A,C)
3.RI.3(A,D)
3.FFW.2(A,B)
3.W.1(A,B)
3.W.2A(i,ii,iii,iv)
3.W.3(A,B)
3.LU.1(B,C,D)
3.LU.2(C,D)
3.C.1(A)
3.C.2(A)

No assessment for this module

Unit 11: Genre Study/Writing in Genre

In this module, students will review a mentor text in both informational text and realistic fiction to better understand the characteristics of each genre. In informational text, students will use a text they have previously encountered to analyze text structure, use of text and graphic features, and central idea. In realistic fiction, students will use a text they have previously read to analyze literary elements, author’s craft, and figurative language. To frame students’ thinking before writing in this module, they will think about how genre impacts audience and structure of writing. Students will create a genre-specific writing product each week, one that is informational text and one that is realistic fiction.

Standards Covered

3FFR.3(A,B,C,D)
3DSR(E)
3RV.1 (F,H,J)
3RL.1(A)
3RL.2(A,B,C)
3RI.1(A)
3Rl.2(A,B)
3FFW.2(A,B,C)
3W.1(B,C)
3W.2A(ii)
3W.3(A)
3LU.2(D,E)
3C.1A(i)
3C.2A(i,iii)
3R.1(A,C,D)

No assessment for this module

Grade 4

Fourth Grade Pacing and Units of Study

Fourth grade students in Prince William County Public Schools will learn the 2024 Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:

Quarter 1

Unit 1: What Makes Us Who We Are? /Personal Narrative

In this module, students will listen to, read, and view a variety of texts and media that present them with information about our identities. A genre focus on different kinds of stories provides students with opportunities to analyze the author’s purpose, identify the point of view, and recognize figurative language to better understand unfamiliar texts. Students will also encounter a photo essay and narrative poetry to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that our experiences, personal interests, and passions shape our identities. To frame students’ thinking before writing their personal narratives in this module, they will think about how their experiences help them to grow and learn.

Standards Covered

4.FFR.3(A)
4.DSR(A,B,D,E)
4.RV.1
4.RL.1(A,B,C)
4.RL.2(B,C,D)
4.RL.3(A,C)
4.RI.1(A)
4.FFW.2(A,B)
4.W.1(A,B)
4.W.2(A)
4.W.3(A,B)
4.LU.1(A,E)
4.LU.2(A,B,D)
4.C.1(A)
4.C.2(A)

Assessment Window: October 7-11, 2024

Unit 2: Come to Your Senses/ Descriptive Writing

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the five senses. A genre focus on informational text provides students with opportunities to identify central (main) ideas, text and graphic features, and media techniques in order to better understand unfamiliar texts. Students will also encounter a personal narrative and historical fiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that our senses are powerful tools that help us experience the world in exciting ways. To frame students’ thinking before writing descriptive informational text in this module, they will think about the five senses.

Standards Covered

4.FFR.3(A)
4.DSR(D,E)
4.RV.1
4.RL.1(B,C)
4.RL.2(A)
4.RI.1(A,B)
4.RI.2(A,B,C)
4.RI.3(A,C)
4.FFW.2(A,B)
4.W.1(A,C)
4.W.2(A)
4.W.3(A,B)
4.LU.1(A,E)
4.LU.2(B,D)
4.C.1(A)
4.C.2(A)
4.C.4(A)

Assessment Window: October 28 - November 1, 2024

Quarter 2

Unit 3: Rise to the Occasion/Opinion Essay

In this module, students will listen to, read, and view a variety of texts that present them with examples of meeting challenges. A genre focus on historical fiction provides students with opportunities to synthesize ideas, identify plot elements, and identify themes in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction, autobiographical fiction, and a play to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that with personal courage and the support of family, friends, and community members, people can face any challenge. To frame students’ thinking before writing opinion essays in this module, they will think about relying on friends to meet and overcome challenges.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,C,E,F
4.RL.1(A,B,C)
4.RL.2 (A,B,C,D)
4.RL.3(A,C)
4.RI.2(A,C)
4.FFW.2(A,B)
4.W.1(A,D,E)
4.W.2A(i,ii,iii,iv)
4.W.3(A,B)
4.LU.1(A,B,E)
4.LU.2(D,E)
4.C.1(A)
4.C.2(A)

Assessment Window: January 25-29, 2024

Unit 4: Heroic Feats/Narrative Story

In this module, students will listen to, read, and view a variety of texts that present them with examples of what makes someone a hero. A genre focus on fairy tales and myths provides students with opportunities to identify text and graphic features, points of view, and themes in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that with personal courage and confidence, people can face any challenge. To frame students’ thinking before writing narrative stories in this module, they will think about how courage is needed to make a difference.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,F)
4.RL.1(A,C)
4.RL.2 (A,B,C,D)
4.RL.3(A,C)
4.RI.1(A)
4.RI.2(A,B,C)
4.RI.3(A)
4.FFW.2(A,B)
4.W.1(A,B,E)
4.W.2A(i,ii,iii,iv)
4.W.3(A,B)
4.LU.1(A,E,F)
4.LU.2(B,C,D,E)
4.C.1(A)
4.C.2(A)

Assessment Window: December 16-20, 2024

Unit 5: Art Everywhere/Expository Essay

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the arts. A genre focus on biography provides students with opportunities to identify ideas and support, text structure, and sensory words in order to better understand unfamiliar texts. Students will also encounter informational text and poetry to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that sharing our creative talents with the world can bring us closer together. To frame students’ thinking before expository writing in this module, they will think about how people who create art can be extraordinary.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,F,G)
4.RL.1(A,C)
4.Rl.2 (A,B,C)
4.RL.3(A)
4.RI.1(A,C)
4.RI.2(A,B,C)
4.RI.3(A)
4.FFW.2(A,B)
4.W.1(A,C,E)
4.W.2A(i,ii,iii,iv)
4.W.3(A,B)
4.LU.1(A,D,E,F)
4.LU.2(D,E)
4.C.1(A)
4.C.2(A)
4.R.1(C)

Assessment Window: January 27-31, 2025

Quarter 3

Unit 6: Marvels of Nature/Correspondence (Letter)

In this module, students will listen to, read, and view a variety of texts that present them with information about Earth’s natural wonders. A genre focus on informational text provides students with opportunities to identify text and graphic features, central ideas, and text structures in order to better understand unfamiliar texts. Students will also encounter poetry and literary nonfiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that our world is full of unique places with amazing wonders on land, in the ocean, and in the sky. To frame students’ thinking before writing in this module, they will think about how Earth’s natural wonders can teach us a great deal and how they can ask an expert for information about a natural wonder.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,E,G,I)
4.RL.1(C)
4.RL.2(A,B)
4.RL.3(A)
4.RI.1(A,B)
4.RI.2(A,B,C)
4.RI.3(A,C)
4.FFW.2(A,B)
4.W.1(A,E)
4.W.2A(i,iii)
4.W.3(A,B)
4.LU.1(A,C)
4.LU.2(D,E)
4.C.1(A)
4.C.2(A)
4.R.1(A,B)

Assessment Window: February 24-28, 2025

Unit 7: Tricksters and Tall Tales/Imaginative Story (Narrative)

In this module, students will listen to, read, and view a variety of texts and media that present them with information about traditional tales. A genre focus on traditional stories provides students with opportunities to identify central ideas, figurative language, and media techniques in order to better understand unfamiliar texts. Students will also encounter an informational text to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that traditional stories can teach many lessons about life and the world around us. To frame students’ thinking before writing in this module, they will think about how imaginative stories can make us laugh and teach us a lesson.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,E,I)
4.RL.1(A,B,C)
4.RL.2 (A,B)
4.RL.3(A)
4.RI.1(A)
4.RI.2(A)
4.FFW.2(A,B)
4.W.1(A,B,E)
4.W.2A(ii,iii)
4.W.3(A,B)
4.LU.1(A,F)
4.LU.2(D,E)
4.C.1(A)
4.C.2(A)
4.C.4(B)

Assessment Window: March 17-21, 2025

Unit 8: Food for Thought/Opinion Essay (Argumentative)

In this module, students will listen to, read, and view a variety of texts and media that present them with information about nutrition. A genre focus on informational/argumentative text provides students with opportunities to identify text and graphic features, ideas and support, and the author’s purpose in order to better understand unfamiliar texts. Students will also encounter realistic fiction and recipes to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that eating healthy, sustainable food is good for our bodies and our world. To frame students’ thinking before writing in this module, they will think about how they can convince people to try something new.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,E,H)
4.RL.1(C)
4.RL.2(A,B,C,D)
4.RL.3(A)
4.RI.1(A,C)
4.RI.2(A,B,C)
4.RI.3(A)
4.FFW.2(A,B)
4.W.1(A,B,E)
4.W.2A(ii,iii) 4.W.3(A,B)
4.LU.1(A,B,C)
4.LU.2(A,B,D,E)
4.C.1(A)
4.C.2(A)
4.C.4(A)

Assessment Window: April 28 - May 2, 2025

Quarter 4

Unit 9: Global Guardians/Informational Text (Research Report)

In this module, students will listen to, read, and view a variety of texts and media that present them with information about conservation. A genre that focuses on persuasive text provides students with opportunities to identify ideas and support, text and graphic features, and the author’s craft in order to better understand unfamiliar texts. Students will also encounter a graphic novel, realistic fiction, and a biography to build knowledge across genres. As students develop their vocabulary and synthesize topic knowledge, they will learn that it is up to all of us to work together to preserve our planet and its natural resources. To frame students’ thinking before research writing in this module, they will think about how understanding our world helps us to protect it by writing a research report about an endangered plant or animal.

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,E,H)
4.RL.1(A,B,C)
4.RL.2(A,B)
4.RL.3(A,B)
4.RI.1(A,B,C)
4.RI.2(B,C)
4.RI.3(A)
4.FFW.2(A,B)
4.W.1(A,C,E)
4.W.2A(ii,iii)
4.W.3(A,B)
4.LU.1(B,C,E,F)
4.LU.2(B,D,E)
4.C.1(A)
4.C.2(A)
4.R.1(B,C,D,E)

No assessment for this module

Unit 10: Communication Nation/Informational Text (Expository Essay)

Standards Covered

4.FFR.3(A,B)
4.DSR(B,C,D,E)
4.RV.1(A,B,E,I)
4.RL.1(B,C)
4.Rl.2 (A,B,D)
4.RL.3(A)
4.RI.1(A)
4.RI.2(A,B,C)
4.RI.3(A)
4.FFW.2(A,B)
4.W.1(A,C,E)
4.W.2A(ii)
4.W.3(A,B)
4.LU.1(F)
4.LU.2(D,E)
4.C.1(A)
4.C.2(A)
4.C.4(A)
4.R.1(A,B,C,D,E,F)

No assessment for this module

Unit 11: Genre Study/Writing about Reading

In this module, students will review a mentor text in both informational text and realistic fiction to better understand the characteristics of each genre. In informational text, students will use a text they have previously encountered to analyze text structure, use of text and graphic features, and the central idea. In realistic fiction, students will use a text they have previously read to analyze characters, point of view, and plot. To frame students’ thinking before writing in this module, they will think about how genre impacts the audience and the structure of writing. Students will create a genre-specific writing product each week, one that is informational text and one that is realistic fiction.

Standards Covered

4.FFR.3(A,B)
4.DSR(E)
4.RV.1(F,H,J)
4.RL.1(B,C)
4.Rl.2 (A,D)
4.RI.1(A)
4.RI.2(A,B,C)
4.FFW.2(A,B)
4.W.1(B,C)
4.W.2(A)
4.W.3(A,B)
4.LU.2(D,E)
4.C.1(A)
4.C.2(A)

No assessment for this module

Grade 5

Fifth Grade Pacing and Units of Study

Fifth grade students in Prince William County Public Schools will learn the 2024 Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:

Quarter 1

Unit 1: Inventors at Work/Informational Expository Essay

In this module, students will listen to, read, and view a variety of texts and media that present them with information about inventors. A genre focus on informational text provides students with opportunities to identify the author’s purpose, central ideas, and text structure in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction, realistic fiction, and science fiction/fantasy to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that people can create amazing things through innovation, perseverance, and the desire to solve problems. To frame students’ thinking before writing an expository essay in this module, they will think about how great ideas for inventions require a lot of hard work.

Standards Covered

5.FFR.3(A)
5.DSR(B,D,E)
5.RV.1
5.RL.1(A,B,C)
5.RL.2(A,B,D)
5.RL.3(A,B)
5.RI.1(A,B,C)
5.RI.2(A)
5.RI.3(A,C)
5.FFW.2(A,B)
5.W.1(B)
5.W.2(A)
5.W.3(A,B)
5.LU.1(A,D,E)
5.LU.2(A,D,E)
5.C.2(A)
5.R.1(A,B,C,D,E)

Assessment Window: October 7-11, 2024

Unit 2: What a Story/ Narrative Writing

In this module, students will listen to, read, and view a variety of texts and media that present them with different ways to tell a story. A genre focus on fiction provides students with opportunities to identify characters, settings, plots, and conflicts in order to better understand unfamiliar texts. Students will also encounter poetry, myth, and fantasy/adventure to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that the elements of a great story can be found in the literature of all genres. To frame students’ thinking before writing a narrative in this module, they will think about how there are many ways to tell a story.

Standards Covered

5.FFR.3(A)
5.DSR(B,D,E)
5.RV.1
5.RL.1(A,B,C)
5.RL.2(A,B,C)
5.RL3(A)
5.RI.2(B,C)
5.RI.3(A)
5.FFW.2(A,B)
5.W.1(A)
5.W.2(A)
5.W.3(A,B)
5.LU.1(A,E)
5.LU.2(A,D,E)
5.C.2(A)

Assessment Window: October 28 - November 1, 2024

Quarter 2

Unit 3: Natural Disasters/Persuasive Essay

In this module, students will listen to, read, and view a variety of texts and media that present them with information about natural disasters. A genre focus on informational text provides students with opportunities to identify central (main) ideas, summarize events, and ask and answer questions in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction, realistic fiction, and persuasive text to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn about the causes of different types of natural disasters. To frame students’ thinking before writing a persuasive essay in this module, they will understand how using persuasion is much more powerful than fighting.

Standards Covered

5.FFR.3(A)
5.DSR(B,D,E)
5.RV.1(A,B,G,J,I)
5.RL.1(C)
5.RL.2(B)
5.RL.3(A)
5.RI.1(A,B,C)
5.RI.2(A,B,C)
5.RI.3(A,C)
5.FFW.2(A,B)
5.W.1(C,D)
5.W.2A(i,ii,iii,iv)
5.W.3(A,B)
5.LU.1(A,C)
5.LU.2(D,E)
5.C.1(A,B)
5.C.2(A)
5.C.4(B)

Assessment Window: November 25-29, 2024

Unit 4: Wild West/Letter

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the people who settled in the West. A genre focus on informational text provides students with opportunities to identify central ideas, text structure, and author’s craft techniques in order to better understand unfamiliar texts. Students will also encounter personal historical fiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn about the settlers’ varied experiences. To frame students’ thinking before letter writing in this module, they will think about what a person moving west in the 1850s might need to know before going.

Standards Covered

5.FFR.3(AB)
5.DSR(A,B,C,D,E)
5.RV.1(A,B,F,G)
5.RL.1(B,C)
5.RL.2(A,B)
5.RL.3(A,B)
5.RI.1(A,B)
5.RI.2(A,B,C)
5.RI.3(A,C)
5.FFW.2(A,B)
5.W.1(B,D)
5.W.2A(i,ii,iii,iv)
5.W.3(A,B)
5.LU.1(A,C,D,E)
5.LU.2(A,D,E)
5.C.1(A,B)
5.C.2(A)
C.4(B)

Assessment Window: December 16-20, 2024

Unit 5: Project Earth/Editorial Argument

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the Earth.

A genre focus on persuasive text provides students with opportunities to identify the author’s purpose and audience, as well as the elements of persuasive writing, in order to better understand unfamiliar texts. Students will also encounter realistic fiction, drama, and informational text to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that there are many ways to protect the future of the world around us. To frame students’ thinking before argument writing in this module, they will think about how people see things in different ways.

Standards Covered

5.FFR.3(A,B)
5.DSR(A,B,D,E)
5.RV.1(A,B,I)
5.RL.1(B,C)
5.RL.2(A,B)
5.RL.3(A)
5.RI.1(A,B,C)
5.RI.2(A,B,C)
5.RI.3(C)
5.FFW.2(A,B)
5.W.1(C,D)
5.W.2A(i,ii,iii,iv)
5.W.3(A,B)
5.LU.1(A,C,D)
5.LU.2(A,B,D,E)
5.C.1(A,B)
5.C.2(A)

Assessment Window: January 27-31, 2025

Quarter 3

Unit 6: Art for Everyone/Personal Narrative

In this module, students will listen to, read, and view a variety of texts and media that present them with information about how people create and share different art forms. A genre focus on biography provides students with opportunities to identify central ideas, points of view, author’s craft, theme, figurative language, and literary elements in order to better understand unfamiliar texts. Students will also encounter realistic fiction and procedural text to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn about the powerful impact of various art forms. To frame students’ thinking before writing in this module, they will think about how only they can tell their own stories.

Standards Covered

5.FFR.3(A,B)
5.DSR(B,C,D,E)
5.RV.1(A,B,F,J)
5.RL.1(A,C)
5.RL.2(A,B)
5.RL.3(A,B)
5.RI.1(A,B,C)
5.RI.2(A,C)
5.RI.3(A)
5.FFW.2(A,B)
5.W.1(A,D)
5.W.2A(i,ii)
5.W.3(A,B)
5.LU.1(B,C)
5.LU.2(D,E)
5.C.1(A,B)
5.C.2(A)

Assessment Window: February 24-28, 2025

Unit 7: Above, Below, and Beyond/Informational (Research Report)

In this module, students will listen to, read, and view a variety of texts and media that present them with information about exploration. a genre focused on autobiography provides students with opportunities to identify the author’s craft and theme and to make and confirm predictions in order to better understand unfamiliar texts. Students will also encounter informational text, persuasive text, science fiction, and narrative nonfiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn about exciting land, sea, and space discoveries. To frame students’ thinking before writing in this module, they will think about how research is questioning and investigating with a purpose.

Standards Covered

5.FFR.3(A,B)
5.DSR(B,C,D,E)
5.RV.1(A,B,F,I,J)
5.RL.1(A,B,C)
5.RL.2(B)
5.RI.1(A,C)
5.RI.2(A,B,C)
5.FFW.2(A,B)
5.W.1(B,D)
5.W.2A(i,ii)
5.W.3(A,B)
5.LU.1
5.LU.2(D,E)
5.C.1(A,B)
5.C.2(A)
5.R.1(C,D,E,F)

Assessment Window: March 17-21, 2025

Unit 8: A New Home/Poetry (Lyric Poem)

In this module, students will listen to, read, and view a variety of texts and media related to the experience of moving to a new country. a genre focus on poetry provides students with opportunities to identify the elements of poetry and the author’s craft in order to better understand unfamiliar texts. Students will also encounter informational text and realistic fiction to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that moving to a new country and learning to feel at home there is a life-changing experience. To frame students’ thinking before writing in this module, they will think about how to write about a place that they love.

Standards Covered

5.FFR.3(A,B)
5.DSR(B,C,D,E)
5.RV.1(A,B,D,F,I)
5.RL.1(A,B,C)
5.RL.2(B,C)
5.RL.3(A)
5.RI.1(A)
5.RI.2(A)
5.FFW.2(A,B)
5.W.1(A,D)
5.W.2A(ii,iii)
5.W.3(A,B)
5.LU.1(B)
5.LU.2(D,E)
5.C.1(A,B)
5.C.2(A)

Assessment Window: April 28 - May 2, 2025

Quarter 4

Unit 9: Unexpected, Unexplained/Narrative (Imaginative Story)

In this module, students will listen to, read, and view a variety of texts and media that present them with information about mysteries. A genre focus on mystery provides students with opportunities to make inferences, to make and confirm predictions, and to identify literary elements and figurative language in order to better understand unfamiliar texts. Students will also encounter informational text to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn about different types of intriguing mysteries and the methods people use to try to solve them. To frame students’ thinking before narrative writing in this module, they will think about how characters are the heart of stories and how the personality and actions of characters drive the plot.

Standards Covered

5.FFR.3(A,B)
5.DSR(B,C,D,E)
5.RV.1(A,B,D,F)
5.RL.1(B,C)
5.RL.2(A,B)
5.RL.3(B)
5.RI.1(C)
5.RI.2(B,C)
5.RI.3(A)
5.FFW.2(A,B)
5.W.1(A,D)
5.W.2A(i,ii)
5.W.3(A,B)
5.LU.2(A,D,E)
5.C.1(A,B)
5.C.2(A)
5.C.4(B)

No assessment for this module

Unit 10: The Lives of Animals/Argument (Letter to the Editor)

In this module, students will listen to, read, and view a variety of texts and media that present them with information about animals. A genre that focuses on informational text provides students with opportunities to identify the use of the author’s craft, central ideas, text structure, and media techniques in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction and poetry to build knowledge across genres. As students build their vocabulary and synthesize topic knowledge, they will learn that animals demonstrate amazing characteristics and abilities in their everyday lives. To frame students’ thinking before argument writing in this module, they will think about how some things, like organizations that care for animals, are worth fighting for.

Standards Covered

5.FFR.3(A,B)
5.DSR(B,C,D,E)
5.RV.1 (A,B,D,E,F)
5.RL.1(A)
5.RL.2(B,C)
5.RI.1(A,C)
5.RI.2(A,B,C)
5.RI.3(A)
5.FFW.2(A,B)
5.W.1(C,D)
5.W.2A(i,ii)
5.W.3(A,B)
5.LU.2(A,D,E)

No assessment for this module

Unit 11: Genre Study/Writing in the Genre

In this module, students will review a mentor text in both informational text and realistic fiction to better understand the characteristics of each genre. In informational text, students will use a text they have previously encountered to analyze text structure, use of text and graphic features, and the central idea. In realistic fiction, students will use a text they have previously read to analyze literary elements, author’s craft, and figurative language. To frame students’ thinking before writing in this module, they will think about how genre impacts audience and structure of writing. Students will create a genre-specific writing product each week, one that is informational text and one that is realistic fiction.

Standards Covered

5.FFR.3(A,B)
5.DSR(E)
5.RV.1(G, I, K)
5.RL.1(B)
5.RL.2(A,B)
5.RI.1(A)
5.RI.2(A,B,C)
5.FFW.2(A,B)
5.W.1(A,B)
5.W.2(A)
5.W.3(A,B)
5.LU.2(D,E)
5.C.1(A)
5.C.2(A)
5.R.1(B,C,D,E)

No assessment for this module