Complete • Free • Legally Compliant • Flexible, Confidence-Building Learning Plan
Tucson, Arizona | Full Academic Year Plan
Arizona has one of the most parent-friendly homeschool laws in the United States. Under ARS §15-802, parents may legally educate their children at home without state approval, licensing, or curriculum oversight.
| Requirement | What Arizona Requires | How This Plan Complies |
|---|---|---|
| Affidavit of Intent | File with the local school district or county school superintendent within 30 days of withdrawing from public school OR at the start of each school year | Template provided below. File annually by September 1 (or within 30 days of withdrawal) |
| Instruction of Subjects | Reading, grammar, mathematics, social studies, and science must be taught. No specific curriculum is mandated. | All five required subjects fully covered in Section 3 |
| Attendance | No minimum attendance days are specified in AZ law for homeschoolers. Best practice: aim for 180 instructional days. | Schedule provides 36 weeks × 5 days = 180 days |
| Testing | NOT required for homeschooled students in Arizona | Optional free assessments recommended in Section 7 |
| Teacher Certification | NOT required. Parents do not need a teaching certificate. | N/A — parent-led instruction is fully legal |
| Record-Keeping | No records required by law, but strongly recommended for college admissions, re-enrollment, and legal protection | Templates in Sections 7 & 10 |
| Portfolio | Not legally required but best practice | Portfolio checklist in Section 7 |
To: [Superintendent of] School District / Pima County School Superintendent
I/We, (parent/guardian name), residing at , Tucson, AZ, hereby provide notice of our intent to establish and conduct a homeschool for our child(ren):
Child's Name: Date of Birth: Grade Level: 6th
Instruction will include the following required subjects: Reading, Grammar, Mathematics, Social Studies, and Science.
Instruction will begin:
Parent/Guardian Signature: Date:
Submit to: Pima County School Superintendent, 200 N. Stone Ave., Tucson, AZ 85701 | Phone: (520) 724-8451
This plan also includes Writing, Life Skills, Art, Music, PE, and Digital Literacy as enrichment subjects, all of which strengthen the required core.
While not legally required, keep the following for your own protection and for future school re-enrollment or college applications:
| Resource | Contact |
|---|---|
| Pima County School Superintendent | (520) 724-8451 | 200 N. Stone Ave., Tucson, AZ 85701 |
| Tucson Unified School District | (520) 225-6000 (if withdrawing from TUSD) |
| Arizona Department of Education | azed.gov | (602) 542-5393 |
| Arizona Families for Home Education (AFHE) | afhe.org — free parent support & legal updates |
| Area | Current Plan | Helpful Support |
|---|---|---|
| Grade Plan | 6th grade homeschool plan | Keep topics age-respectful while teaching at the best-fit skill level |
| Core Skills | Strengthen reading, writing, and math step by step | Build from what is already mastered, then move upward with confidence |
| Pacing | Unhurried, mastery-based learning | Allow extra response time and avoid pressure-based timed tasks early on |
| Task Size | Short, clear steps | Break tasks into 3–5 step pieces and use visual supports |
| Organization | Consistent routines, checklists, and simple systems | Use daily agendas, color-coded folders, and repeatable habits |
| Learning Style | Visual, hands-on, and discussion-friendly | Use diagrams, color-coding, manipulatives, movement breaks, and oral answers when helpful |
Learning supports make lessons easier to access while keeping expectations respectful and meaningful.
Flexible Expectations help the student build skills without overwhelm, while still moving forward.
| Strategy | Why It Works | How to Implement |
|---|---|---|
| Same-time start | Reduces decision fatigue; primes brain for learning | School "starts" at the same time every day, even if just 9 AM |
| Morning check-in | Regulates emotions before academic demands | 5-min chat: "How are you feeling? What's one thing you're curious about?" |
| Visual daily agenda | Reduces anxiety about "what's next" | Write or print the day's schedule each morning; student checks off items |
| Work-break-work pattern | Sustains attention without burnout | 20 min work → 5 min break → repeat; use a visible timer |
| Closing routine | Signals end of school; aids transition | 5-min end-of-day review: "What did you learn? What was hard?" |
| Movement integrated | Regulates sensory needs; improves focus | Spelling while jumping, math facts while bouncing a ball |
| Quarter | Reading Focus | Writing Focus | Grammar Focus |
|---|---|---|---|
| Q1 (Wks 1–9) | Fiction: narrative structure, character, setting. Accessible Lexile range. Focus on who/what/where/when/why. | Personal narrative paragraphs. Sentence building. Topic sentences. | Complete sentences vs. fragments. Nouns, verbs, adjectives. |
| Q2 (Wks 10–18) | Informational text: main idea, key details, text features (headings, diagrams, captions) | Informational paragraphs. Fact vs. opinion. Simple essays (3 paragraphs) | Subject-verb agreement. Punctuation: commas, apostrophes. |
| Q3 (Wks 19–27) | Mixed text types. Compare & contrast two texts. Introduction to figurative language. | Compare/contrast essay (4–5 paragraphs). Transitions. Revising and editing. | Pronouns, conjunctions, compound sentences. |
| Q4 (Wks 28–36) | Longer text / short chapter book (Project Gutenberg). Author's purpose. Text evidence. | Opinion/argument writing. Letter writing. End-of-year portfolio reflection. | Review all concepts. Paragraph structure. Editing practice. |
| Day | Activity | Resource | Time |
|---|---|---|---|
| Monday | Vocabulary pre-teach (5 words) + Read text aloud together | ReadWorks article at Lexile 500–700 | 30 min |
| Tuesday | Re-read text independently + Answer comprehension Qs | ReadWorks questions (oral or written) | 30 min |
| Wednesday | Grammar mini-lesson + practice | Khan Academy Grammar | 30 min |
| Thursday | Writing (draft or add to ongoing piece) | Writing prompt from Section 6 | 30 min |
| Friday | Read-aloud chapter book + vocabulary review | Project Gutenberg / CommonLit | 30 min |
Start with diagnostic from Section 5 to confirm entry level. Begin where student has 80%+ mastery.
| Quarter | Topics | Skill Focus |
|---|---|---|
| Q1 | Place value (millions). Addition & subtraction review. Multiplication facts (×1–×12). Long division introduction. | Core skill strengthening |
| Q2 | Fractions: equivalent fractions, comparing, adding & subtracting with like denominators. Introduction to decimals. Basic measurement. | Building toward upper elementary skills |
| Q3 | Multiplying & dividing fractions. Ratios and rates introduction. Basic geometry (area, perimeter). Positive & negative numbers introduction. | Building toward middle school skills |
| Q4 | Introduction to expressions & equations (simple one-step). Data: mean, median, mode. Coordinate plane basics. Review and portfolio. | Building toward middle school skills |
| Day | Activity | Resource | Time |
|---|---|---|---|
| Monday | Math facts warm-up (5 min) + Video lesson on new concept | Khan Academy video + Math Antics YouTube | 35 min |
| Tuesday | Guided practice with parent + 5–8 problems | Khan Academy exercises or worksheet (Section 6) | 35 min |
| Wednesday | Independent practice + virtual manipulatives | Math Playground, Desmos, or Illuminations | 35 min |
| Thursday | Word problems (1–3) + conceptual discussion | CK-12 practice or Section 6 worksheets | 35 min |
| Friday | Math game + mastery check (5 questions) | Math Games online + Section 7 tracker | 35 min |
| Quarter | Unit | Topics |
|---|---|---|
| Q1 | Life Science: Ecosystems | Sonoran Desert ecosystem, food webs, adaptations, producers/consumers/decomposers, habitats. Uses local Tucson field trips. |
| Q2 | Earth Science: Weather & Earth Systems | Water cycle, weather vs. climate, Arizona seasons, erosion, rock cycle, Arizona geology. |
| Q3 | Physical Science: Matter & Energy | States of matter, physical vs. chemical changes, forms of energy, simple machines, electricity basics. |
| Q4 | Space Science | Solar system, moon phases, seasons & Earth's rotation, stars, space exploration, NASA missions. |
| Day | Activity | Time |
|---|---|---|
| Monday | Watch video or read CK-12 lesson. Take picture notes (draw + label). | 25 min |
| Wednesday | Hands-on activity or experiment (household materials only) | 30 min |
| Friday | Science journal entry + vocabulary review | 20 min |
| Quarter | Unit | Topics |
|---|---|---|
| Q1 | Geography & Arizona | Maps & map skills, 5 themes of geography, Arizona geography, Native Nations of Arizona (O'odham, Navajo, Apache, Hopi), Sonoran Desert region |
| Q2 | Ancient Civilizations | Mesopotamia, Ancient Egypt, Ancient Greece — simplified texts. Focus: geography's role in civilization. Use Smithsonian Learning Lab. |
| Q3 | United States History & Civics | Colonial period, American Revolution, Constitution, Bill of Rights. iCivics for government. LOC primary sources at lower Lexile. |
| Q4 | Modern World & Economics | 20th century overview, WWI/WWII simplified, Civil Rights movement, basic economics (needs/wants/goods/services/supply/demand), global communities |
Q1: Sentences → Paragraphs (topic sentence, 3 details, concluding sentence). Personal narratives. Daily 5-minute free writes.
Q2: Informational writing. Paragraph hamburger model. Simple 3-paragraph essays. Fact-finding from texts.
Q3: Compare/contrast structure. Transitional words. Introduction to revision: reading aloud, peer/parent check.
Q4: Opinion/argument writing. Letter format. Portfolio reflection essay. Celebrate growth!
5–10 minutes of free writing every single school day. This is non-negotiable and low-stakes — spelling, grammar, and neatness do NOT matter in free write. Goal is fluency.
Integrated daily — not a separate class. These skills are explicitly taught and practiced:
| Skill | How to Teach It | Frequency |
|---|---|---|
| Planning & prioritizing | Daily schedule creation; choosing 3 "must do" tasks each morning | Daily |
| Task initiation | "We start together" strategy; countdown timer; physical transition signal | Daily |
| Organization | Color-coded folders; designated spots for everything; end-of-week folder clean-out | Daily/Weekly |
| Time management | Visual timer (Time Timer app — free web version); estimate then check | Daily |
| Emotional regulation | Feelings check-in; calm-down corner; breathing exercises | As needed |
| Self-advocacy | "I need a break" signal; "I don't understand yet" — teach student to express needs | Daily |
| Money basics | Play store; counting coins; simple budgeting scenarios | Weekly |
| Cooking basics | Follow a simple recipe (reading skills + math!) | Monthly |
| Subject | Free Resources | Frequency |
|---|---|---|
| 🎨 Art | Google Arts & Culture, Khan Art History, YouTube: "Draw with Jazza" (free), Art for Kids Hub | 2× per week |
| 🎵 Music | MusicTheory.net (free), Classics for Kids, YouTube music lessons, Garage Band (if Apple device) | 2× per week |
| 🏃 PE | Yoga for Kids (YouTube: Cosmic Kids), GoNoodle.com, Just Dance YouTube, outdoor walks/hikes, Sabino Canyon | Daily 20–30 min movement |
| 💻 Digital Literacy | Google for Education, Common Sense Media Digital Literacy, Code.org (free), Typing.com (free) | 2× per week |
| Component | Time | What to Do | Free Resource |
|---|---|---|---|
| Phonics / Decoding | 10 min | Explicit phonics lesson. Teach one pattern at a time. Use sound-spelling cards. Practice reading and spelling the pattern. | UFLI Foundations free lesson plans; Have Fun Teaching phonics worksheets |
| Word Reading Fluency | 5 min | Flash cards or word sort with the phonics pattern. Read 10–20 words. Time it (but do NOT emphasize speed over accuracy early on) | Print word lists from Phonics worksheets below |
| Passage Fluency | 10 min | Read same passage 3× (repeated reading). Chart WPM on tracker (Section 7). Goal: smooth, accurate reading, not just fast. | ReadWorks leveled passages; UFLI decodable texts |
| Vocabulary | 5 min | 3 pre-taught vocabulary words from today's text. Use: Define → example → non-example → use in sentence. | Vocabulary list from Section 6 |
| Comprehension | 10 min | Read short passage. Answer: WHO, WHAT, WHERE, WHEN, WHY, HOW. Use graphic organizer. | ReadWorks articles; CommonLit lower-level texts |
Start with a phonics assessment to determine where to begin. If student does not know basic CVC words, start at the beginning of this sequence.
| Phase | Skills | Approximate Weeks |
|---|---|---|
| Phase 1 | Letter names & sounds (all 26). Short vowel CVC words (cat, sit, hop). Blending onset-rime. | Wks 1–4 |
| Phase 2 | Blends (bl, cr, st, tr). Digraphs (sh, ch, th, wh, ph). CCVC & CVCC words. | Wks 5–9 |
| Phase 3 | Long vowel silent-e (CVCe: cape, ride). Common vowel teams (ai, ay, ee, ea, oa). | Wks 10–14 |
| Phase 4 | More vowel teams (oo, ou, ow, oi, oy). R-controlled vowels (ar, or, er, ir, ur). | Wks 15–20 |
| Phase 5 | Soft c/g. Prefixes (un-, re-, pre-). Suffixes (-tion, -ing, -ed, -er, -est). Multisyllabic words. | Wks 21–27 |
| Phase 6 | Irregular words (sight words). Greek & Latin roots (bio-, geo-, -graph, -ology). Context clues. | Wks 28–36 |
Print and post in workspace. Practice daily with flashcards or whiteboard:
Tier 1 (if not mastered): the, a, is, was, are, he, she, they, we, you, I, my, your, his, her, our, their, this, that, these, those, with, from, have, had, has, do, did, does, said, come, some, like, look, see, can, will, not, what, when, where, who, how, one, two, into, been, were, went, get, got, put, by, be, at, to, of, in, on, for, it, but
Tier 2 (intermediate): because, before, after, through, should, could, would, many, much, most, both, each, few, more, such, no, than, then, only, also, about, above, below, between, other, another, different, always, never, often, sometimes, usually, together, children, people, every, any, same, place, world, even, still, again, while, though, thought, enough, done, once, since, during, until, under, over, around, across
Before starting, assess what student already knows. Check off each skill the student can demonstrate with 80% accuracy:
FOUNDATIONAL (K–2 level)
INTERMEDIATE (3rd–4th grade level)
UPPER ELEMENTARY (5th grade level)
6th GRADE LEVEL
Scoring: Begin instruction at the first section where student misses 3+ items. This is the "instructional level."
Use Khan Academy's free personalized learning. Set the student's grade level to the current best-fit skill level initially, complete mastery challenges, then advance.
| Week | Khan Academy Course | Focus |
|---|---|---|
| 1–4 | Foundational Math Review | Multiplication, division, fractions basics, area |
| 5–9 | Upper Elementary Math Review | Multi-digit multiplication, equivalent fractions, decimals intro |
| 10–18 | Pre-Middle School Math | Fractions operations, decimals, volume, coordinate plane |
| 19–27 | Middle School Math Part 1 | Ratios, rates, percent, division of fractions |
| 28–36 | Middle School Math Part 2 | Expressions, equations, statistics, geometry |
| Time | Activity | Notes |
|---|---|---|
| 5 min | Math facts warm-up | Flashcards, or Xtramath.org (free), or paper drill |
| 15 min | New concept lesson | Khan Academy video + take notes (draw a picture of the math) |
| 10 min | Guided practice | Do 3–5 problems TOGETHER. Talk through each step aloud. |
| 5 min | Independent check | Student does 3 problems alone. Parent checks. Celebrate accuracy. |
| Q1 | Q2 | Q3 | Q4 |
|---|---|---|---|
| place value, digit, standard form, expanded form, factor, product, quotient, remainder, dividend, divisor | numerator, denominator, equivalent, simplify, common denominator, decimal, tenths, hundredths, compare | ratio, rate, unit rate, percent, integer, positive, negative, area, perimeter, volume | expression, variable, equation, solve, mean, median, mode, range, coordinate, ordered pair, quadrant |
| Day | Title / Article | Pages / Lexile | Minutes Read | Parent Initials |
|---|---|---|---|---|
| Monday | ||||
| Tuesday | ||||
| Wednesday | ||||
| Thursday | ||||
| Friday |
Total minutes this week: Books/articles completed this month:
Title: Author:
|
Characters (who is in the story?) |
Setting (when and where?) |
|
Problem / Conflict (what is the main challenge?) |
|
|
Events (list 3 important things that happen): 1. 2. 3. |
|
|
Solution / Resolution (how does the problem get solved?) |
|
My opinion of this book (circle): ⭐ ⭐⭐ ⭐⭐⭐ ⭐⭐⭐⭐ ⭐⭐⭐⭐⭐
One sentence about this story:
Article/Text Title:
MAIN IDEA:
Detail 1
Detail 2
Detail 3
Summary in my own words (2 sentences max):
Choose ONE prompt. Write at least 3 sentences. Remember: Topic Sentence → 3 Details → Closing Sentence
My Prompt #: Date:
Continue on back if needed
| # | Word | Definition (in my own words) | Picture or Example | Sentence using the word |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 |
Name: Date:
Maria has 48 crayons. She wants to share them equally among 6 friends. How many crayons does each friend get? Show your work:
Answer: Each friend gets crayons.
Date: Unit: Topic:
Earn a star ⭐ for each YES. At week's end, count stars and celebrate!
| Goal | Mon | Tue | Wed | Thu | Fri |
|---|---|---|---|---|---|
| I started school on time | |||||
| I completed my reading work | |||||
| I completed my math work | |||||
| I asked for help when stuck | |||||
| I took a break when I needed one | |||||
| I tried my best even when it was hard |
My total stars this week: _____ / 30 My reward:
Something I'm proud of this week:
Name: Date:
(Draw a circle or bar model for each fraction below)
1/2
3/4
2/3
Jake ate 2/8 of a pizza. His sister ate 3/8. How much pizza did they eat together? How much is left?
Together they ate: Amount left:
Use a map of Arizona (find one free at nationalgeographic.org or print from Google Maps) to answer:
How I'm feeling today: 😄 😐 😔 😤 😰 (circle one)
My 3 MUST-DO tasks today:
One thing I'm looking forward to today:
End of day reflection: I am proud that I ...
Something that was hard today:
Tomorrow I will try to:
Student: Grade: 6 Academic Year:
Quarter: ☐ Q1 ☐ Q2 ☐ Q3 ☐ Q4 Period:
Key: M = Mastered (90–100%) | P = Progressing (70–89%) | D = Developing (50–69%) | N = Not Yet (below 50%)
Note: All marks reflect student's mastery of their individualized instructional level — not grade-level standards
Attendance this quarter: days Days of instruction:
Strengths this quarter:
Areas for growth:
Goals for next quarter:
Parent/Teacher Signature: Date:
Record weekly oral reading. Count words read correctly in 1 minute (WCPM).
| Week | Date | Passage Used | Words/Min (WCPM) | Errors | Notes |
|---|---|---|---|---|---|
| 1 | Baseline | ||||
| 2 | |||||
| 3 | |||||
| 4 | |||||
| 8 | Q1 End | ||||
| 18 | Q2 End | ||||
| 27 | Q3 End | ||||
| 36 | Year End |
Year-start WCPM: Year-end WCPM: Growth: words/min
Date each skill when student demonstrates 80%+ accuracy on 3 separate occasions. Leave blank if not yet mastered.
| Skill | Date Mastered | Evidence |
|---|---|---|
| Multiplication facts ×1–×10 | ||
| Multiplication facts ×11–×12 | ||
| Division facts ÷1–÷10 | ||
| Multi-digit addition (regrouping) | ||
| Multi-digit subtraction (regrouping) | ||
| Multi-digit multiplication (2×2 digit) | ||
| Long division with remainder | ||
| Fraction concepts (what is a fraction) | ||
| Equivalent fractions | ||
| Add/subtract fractions same denominator | ||
| Add/subtract fractions different denominators | ||
| Multiply fractions | ||
| Decimals: read, write, compare | ||
| Add/subtract decimals | ||
| Basic ratios and rates | ||
| Percent basics (50%, 25%, 10%) | ||
| Area and perimeter | ||
| Mean, median, mode | ||
| Simple one-step equations | ||
| Coordinate plane (quadrant 1) |
| Criteria | 4 — Excellent | 3 — Proficient | 2 — Developing | 1 — Beginning |
|---|---|---|---|---|
| Topic Sentence | Clear, specific topic sentence that tells exactly what the paragraph is about | Topic sentence is present and mostly clear | Topic sentence is present but vague | No clear topic sentence |
| Supporting Details | 3+ specific details that clearly support the topic | 2–3 details that relate to the topic | 1–2 details, may be off-topic | Few or no supporting details |
| Closing Sentence | Strong closing that restates topic in new words | Closing sentence present | Weak or unclear closing | No closing sentence |
| Conventions | Mostly correct spelling, punctuation, capitalization | Some errors but meaning is clear | Frequent errors but some readable content | Errors make text very difficult to read |
Required Documents
Reading Evidence
Writing Evidence
Math Evidence
Science & Social Studies Evidence
Student Voice
All trips below are free or under $5 per person. Always verify current hours and costs before visiting.
Address: 2021 N. Kinney Rd, Tucson, AZ 85743 | Phone: (520) 883-2702
Subjects: Science (Life Science, Ecosystems, Adaptations), Social Studies (Arizona geography)
Pre-visit: Watch Arizona-Sonora Desert Museum virtual tour at desertmuseum.org. Study 5 desert animals and their adaptations.
During visit: Complete the Field Trip Worksheet below. Find and draw 3 animals. Identify 2 plants. Read 3 informational signs.
Post-visit: Write a 3-paragraph informational piece: "What I learned about desert adaptations." Add to science portfolio.
Draw and name 3 animals you saw:
Name:
Name:
Name:
How does one animal you saw stay cool in the desert?
What was your favorite part of the visit? Why?
Address: 6000 E. Valencia Rd, Tucson, AZ 85756 | Website: pimaair.org
Subjects: Science (flight, physics, engineering), Social Studies (WWII, history, technology), Math (scale, measurement)
Pre-visit: NASA video: "How do airplanes fly?" Watch at nasa.gov/audience/foreducators
During visit: Find one aircraft from each decade (1940s, 1960s, 1990s). Compare size, speed, purpose.
Post-visit: Design your own airplane on paper. Label 3 parts. Explain what it is used for.
Address: 2150 N. Alvernon Way, Tucson, AZ 85712 | Website: tucsonbotanical.org
Subjects: Science (plants, ecology, biology), Art (nature drawing)
Pre-visit: Learn plant parts (root, stem, leaf, flower, seed) using CK-12
During visit: Nature sketch journal — draw 3 plants with labels. Find one insect or bird. Identify 2 plants using the garden signs.
Post-visit: Compare a desert plant to a rainforest plant — how are they different? (ReadWorks article on habitats)
Address: 5700 N. Sabino Canyon Rd, Tucson, AZ 85750 | sabincanyon.org
Subjects: Science (geology, water, ecosystems), PE (hiking), Social Studies (land use)
Pre-visit: Read about desert riparian areas. What is a riparian zone? Why is water important in deserts?
During visit: Rock identification journal. Find 3 different types of rocks. Take photos of plants near water vs. away from water.
Post-visit: Write: "Why is Sabino Canyon special?" Include evidence from the visit.
Address: 1950 W. San Xavier Rd, Tucson, AZ 85746 | sanxaviermission.org
Subjects: Social Studies (Spanish colonial history, Tohono O'odham history, architecture), Art (baroque art)
Pre-visit: Read about the Tohono O'odham Nation and Spanish missions in Arizona at nps.gov
During visit: Sketch the mission facade. Count architectural features (arches, columns, towers). Read 3 plaques.
Post-visit: Write a reflection: "Whose land was this before the mission was built? What do I know about the Tohono O'odham people?" Discuss respectfully.
UA Mineral Museum: 1601 E. University Blvd (in Flandrau Science Center)
UA Museum of Art: 1031 N. Olive Rd | Flandrau Science Center & Planetarium: 1601 E. University Blvd (show fees ~$8)
Subjects: Science (geology, minerals, astronomy), Art (art history)
During visit: UA Mineral Museum — find one mineral from Arizona. What is it used for? How was it formed?
Post-visit: Research one Arizona mineral (copper, turquoise, silver) and write 5 facts.
Main Branch: 101 N. Stone Ave, Tucson, AZ 85701 | pima.gov/library
Subjects: All subjects — reading, research, digital literacy
Free resources with card: Libby app (e-books & audiobooks), Hoopla (movies, music, books), databases for research, free internet, free printing
Monthly visit goal: Check out books at student's reading level. Attend any free library programs (check pima.gov/library for schedule).
Library Card Application: Any Pima County resident can get a free card — bring proof of address.
Address: 12325 E. Roger Rd, Tucson, AZ 85749 | pima.gov/agualcaliente
Subjects: Science (ecology, bird watching, desert spring habitat), PE (nature walk)
During visit: Bird journal — identify and draw 3 birds. Use free Merlin Bird ID app (Cornell Lab). Count plant species near the spring vs. away from it.
Post-visit: Create a field guide entry for one bird or plant seen at the park.
Address: 900 S. Randolph Way, Tucson, AZ 85716 | reidparkzoo.org
Subjects: Science (animal adaptations, biodiversity), PE, Social Studies (geographic regions)
During visit (park): Nature scavenger hunt. PE: walk/run 1 mile. Observe pond ecosystem.
Post-visit: Compare one zoo animal to its wild habitat. What adaptations does it have? How is zoo life different from wild life?
| Time | Activity | Duration | Subject Color |
|---|---|---|---|
| 8:00–8:15 | Morning check-in: How are you feeling? Review today's schedule. Free write in journal. | 15 min | Transition |
| 8:15–8:45 | Reading Practice — Phonics + fluency practice | 30 min | Purple |
| 8:45–9:00 | MOVEMENT BREAK — Jump, stretch, walk, yoga | 15 min | Break |
| 9:00–9:30 | Math — New concept video + guided practice | 30 min | Blue |
| 9:30–9:45 | Snack + free time | 15 min | Break |
| 9:45–10:15 | ELA / Reading — Text reading + comprehension | 30 min | Green |
| 10:15–10:30 | MOVEMENT BREAK | 15 min | Break |
| 10:30–11:00 | Writing — Grammar mini-lesson + writing practice | 30 min | Green |
| 11:00–11:30 | LUNCH + free time | 30 min | Break |
| 11:30–12:00 | Science OR Social Studies (alternate days) | 30 min | Gold / Rust |
| 12:00–12:15 | Enrichment — Art, Music, Digital Literacy, or PE | 15–30 min | Warm |
| 12:15–12:30 | End-of-day wrap-up: Complete daily planner. Review what was learned. Set tomorrow's goal. | 15 min | Transition |
| Week | ELA / Reading Focus | Math Focus | Science/SS Focus | Field Trip / Special Activity |
|---|---|---|---|---|
| Week 1 | ||||
| Week 2 | ||||
| Week 3 | ||||
| Week 4 |
This month's goal:
Attendance this month: / 20 days
| Time | "Bad Brain Day" Activity | Why It Still Counts |
|---|---|---|
| Morning | Audiobook or podcast about ANY topic of interest (use Libby app or Spotify free) | Listening comprehension, vocabulary, knowledge building |
| Mid-morning | Math game online: Math Playground, Cool Math Games, or physical card game (War, Uno for math) | Math fluency and reasoning in a low-demand format |
| Midday | Watch a documentary — National Geographic, PBS, or NASA YouTube | Science or social studies content; oral language |
| Afternoon | Creative activity: draw, build with LEGO, cook something simple together | Fine motor, spatial reasoning, following directions, life skills |
| All day option | Nature walk or drive (Sabino Canyon, local park). Observe and talk about what you see. | Science observation, language, sensory regulation, PE |
| Principle | What It Means | In Practice |
|---|---|---|
| Explicit Instruction | Don't assume the student will figure it out — teach everything directly and clearly | "Watch me do this first. Now let's do one together. Now you try." |
| Scaffolding | Provide support and gradually remove it as competence grows | Start by doing most of the work together; slowly reduce help each week |
| Mastery-based pacing | Don't move on until skill is solid (80%+ on 3 separate occasions) | Resist calendar pressure. A student who truly masters fractions is better off than one who "covered" fractions and didn't learn them. |
| Multi-sensory learning | Engage multiple senses simultaneously | Read aloud + trace letters. Count objects + write numbers. Watch + draw + explain. |
| Low-stakes practice | Reduce anxiety around making mistakes | "We're practicing, not testing. Mistakes are information, not failure." |
| Frequent positive feedback | Specific praise for effort and process, not just results | "I noticed how you kept trying even when it was hard — that's exactly what good learners do." |
| Assessment | What It Measures | Where to Find It (Free) |
|---|---|---|
| Khan Academy Mastery Challenges | Math and ELA skill levels | khanacademy.org — built into the platform |
| ReadWorks Assessments | Reading comprehension level | readworks.org — teacher account (free) |
| DIBELS Next | Reading fluency and phonics | dibels.uoregon.edu — free assessment materials |
| Typing.com Placement | Typing speed and accuracy | typing.com — free |
| Math Olympiad practice tests | Math problem-solving | moems.org — free sample problems |
| CommonLit Assessments | Reading level and comprehension | commonlit.org — free teacher account |
A portfolio is the best record of a homeschooled student's learning. Here's how to build one:
| Challenge | Adaptation Strategy | Free Tool |
|---|---|---|
| Reading pace | Text-to-speech for all materials; shorter passages; extra time | Natural Reader (free tier), Google Chrome Read Aloud extension |
| Slow/difficult writing | Allow oral responses, dictation, shorter assignments; use graphic organizers first | Google Docs voice typing (free) |
| Math calculation difficulty | Calculator for non-computation tasks; graph paper for alignment; step-by-step anchor charts | Desmos calculator (free) |
| Memory issues | Reduce number of items to memorize at once; spaced repetition; consistent review of past material | Anki (free flashcard app) |
| Task initiation | First-then boards; countdown timer; start together; reduce first step to the absolute minimum | Time Timer app (free web version at timetimer.com/pages/online-timer) |
| Organization | Color-coded system; one folder per subject; daily cleanup routine; everything has a place | Paper folders + color labels |
| Focus/attention | Short work sessions (15–20 min); movement breaks; fidget tools; minimal distractions; background music | YouTube: "Focus Music for ADHD Students" (many free options) |
Start of Year
Each Quarter
End of Year
Homeschooling takes energy, patience, and support. You need resources too.
| Subject | Top Free Resources |
|---|---|
| Reading / ELA | ReadWorks.org · CommonLit.org · Khan Academy ELA · Newsela (free tier) · Project Gutenberg · Pima County Library (Libby app) |
| Math | Khan Academy Math · CK-12 · Math Antics (YouTube) · Math Playground · Desmos · NCTM Illuminations · Xtramath.org |
| Science | CK-12 · Mystery Science · NASA Education · Smithsonian Learning Lab · OpenSciEd · PBS LearningMedia · AZ-Sonora Desert Museum |
| Social Studies | Khan Academy History · Library of Congress · National Park Service · Smithsonian · iCivics · National Geographic Education |
| Reading Practice | UFLI Foundations · ReadWorks · Starfall · Reading Rockets · DIBELS (assessment) · Loyal Books (audiobooks) |
| Art | Google Arts & Culture · Art for Kids Hub · Khan Art History |
| Music | MusicTheory.net · Classics for Kids · YouTube music lessons |
| PE | GoNoodle · Cosmic Kids Yoga (YouTube) · Sabino Canyon · Local parks |
| Digital Literacy | Code.org · Common Sense Media · Typing.com · Google for Education |
| Executive Function | Understood.org · Time Timer (web) · Anki flashcards · Google Docs voice typing |
| Legal / Parent Support | AFHE (afhe.org) · Understood.org · Arizona Dept. of Education (azed.gov) · Pima County Superintendent |
Arizona 6th Grade Homeschool Curriculum — Complete Plan
Created for a Tucson, AZ student | All resources are free and publicly accessible | ARS §15-802 compliant
Always verify current Arizona homeschool law at azleg.gov | This document may be reproduced freely for personal/family educational use