Unit-at-a-Glance Detail | EL Education Curriculum

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ELA G1:M2:U1

Reading Literature and Retelling: Exploring the Sun, Moon, and Stars through Story

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments

Lesson 1Noticing and Wondering: Observing and Asking Questions about the Sun, Moon, and Stars

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reading Aloud: "Elvin, the Boy Who Loved the Sky," Part 1 (10 minutes)

B. Picture Tea Party: Noticing and Wondering (10 minutes)

2. Work Time

A. Engaging the Learner: Reviewing Effective Learners Anchor Chart (5 minutes)

B. Back-to-Back and Face-to-Face: Engaging the Scientist (10 minutes)

C. Independent Writing: Noticing and Wondering about the Sun, Moon, and Stars (15 minutes)

3. Closing and Assessment

A. Shared Writing: Noticing and Wondering about the Sun, Moon, and Stars (10 minutes)

  • I can describe what I observe in pictures and videos of the sun, moon, and stars. (W.1.8, SL.1.1a, SL.1.2)
  • I can ask questions about what I notice in pictures and videos of the sun, moon, and stars. (SL.1.1a, SL.1.2)
  • As students engage in the protocols included in this lesson (e.g., Back-to-Back and Face-to-Face and Picture Tea Party), use the Speaking and Listening checklist to note whether students are following conversation norms and the types of questions they are asking. (SL.1.1a, SL.1.2)

Lesson 2Reading and Speaking and Listening: Why Do Authors Write Stories About the Sun and Moon?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Introducing the Sun Movement Routine (10 minutes)

2. Work Time

A. Reading Aloud: Why the Sun and the Moon Live in the Sky (20 minutes)

B. Structured Discussion: Introducing the Unit 1 Guiding Question (10 minutes)

C. Independent Writing: Reflecting on the Unit 1 Guiding Question (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

I can infer why authors write about the sun, moon, and stars using details from Why the Sun and the Moon Live in the Sky. (RL.1.1, W.1.8, SL.1.2)

  • During Work Time B, circulate and listen as students discuss the Unit 1 guiding question. Use the Speaking and Listening Checklist to document progress toward SL.1.2.

Lesson 3Close Read-aloud, Session 1: Summer Sun Risin’

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reading "Elvin, the Boy Who Loved the Sky," Part 4 and Introducing the "Sun, Moon, and Stars" Song (10 minutes)

2. Work Time

A. Reviewing Close Readers Do These Things Anchor Chart (5 minutes)

B. Close Read-aloud, Session 1: Summer Sun Risin', Pages 1–28 (30 minutes) 

C. Engaging the Learner: Sun Movement Routine (5 minutes)

3. Closing and Assessment

A. Independent Writing: Summer Sun Risin' Response Sheet, Part 1 (10 minutes)

  • I can ask and answer questions about the boy and the sun in Summer Sun Risin’ using key details from the text. (RL.1.1, RL.1.2, RL.1.3, and RL.1.7)
  • During Session 1 of the close read-aloud in Work Time A, use the Reading Literature Checklist to track students’ progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).
  • During the Closing, circulate and observe students as they complete the Summer Sun Risin’ response sheet. Watch for students to observe and accurately describe character and setting. (RL.1.3, W.1.8)

Lesson 4Close Read-aloud, Session 2 and Introducing Role-Playing: Summer Sun Risin’

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Sun Movement Routine (5 minutes)

2. Work Time

A. Close Read-aloud, Session 2: Summer Sun Risin', Pages 2–10 (25 minutes)

B. Role-Playing and Showing Respect, Pages 3–6 (15 minutes)

C. Structured Discussion: Reflecting on Respect (10 minutes)

3. Closing and Assessment

A. Pinky Partners: Sun Experience—Sunrise (5 minutes)

  • I can describe what the boy and the sun do in the beginning of Summer Sun Risin’.(RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.4a)
  • During Session 2 of the close read-aloud in Work Time A, listen for students to describe characters, setting, and major events in the story using key details and use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.3, RL.1.4, RL.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use evidence from the text as they role-play specific story elements such as setting, characters, plot, and central message. (SL.1.2)
  • During Work Time C, listen for students to share ways they showed respect during the Role-Play protocol. (SL.1.1)
  • During the Closing, monitor students as they listen and respond to a pinky partner’s idea. (SL.1.1)

Lesson 5Close Read-aloud, Session 3 and Role-Playing Day 2: Summer Sun Risin’

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "Sun, Moon, and Stars" Song (10 minutes)

2. Work Time

A. Close Read-aloud, Session 3: Summer Sun Risin', Pages 11–20 (25 minutes)

B. Role-Playing and Reflecting on Respect, Pages 13, 15, and 19(10 minutes)

C. Independent Writing: Summer Sun Risin' Response Sheet, Part II (10 minutes)

3. Closing and Assessment

A. Structured Discussion: Sun Experience—Midday (5 minutes)

  • I can describe what the boy and the sun do in the middle of Summer Sun Risin’.(RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.4a)
  • During the Opening, listen and track progress as students review the noun, verb structures in the “Sun, Moon, and Stars” song using the Language Checklist (L.1.1c)
  • During Session 3 of the close read-aloud in Work Time A, listen for students to describe characters, setting, and events from the middle of the story using key details use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.3, RL.1.4, RL.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use evidence from the text as they role-play specific story elements and as they reflect on respect. (SL.1.1, SL.1.2)
  • During Work Time C, circulate and observe students as they complete the Summer Sun Risin’ response sheet. Watch for students to observe and accurately describe events from the beginning and middle of the story. (RL.1.3, W.1.8)

Lesson 6Close Read-aloud, Session 4 and Role-Playing Day 3: Summer Sun Risin’

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Sun Movement Routine (5 minutes)

2. Work Time

A. Close Read-aloud, Session 4: Summer Sun Risin', Pages 21–26 (25 minutes)

B. Role-Playing and Reflecting on Respect, Pages 21–26 (15 minutes)

C. Independent Writing: Summer Sun Risin' Response Sheet, Part II (10 minutes)

3. Closing and Assessment

A. Structured Discussion: Sun Experience—Sunset (5 minutes

I can describe what the boy and the sun do at the end of Summer Sun Risin’.(RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.4a)

  • During Session 4 of the close read-aloud in Work Time A, listen for students to describe characters, setting, and events from the end of the story using key details use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.3, RL.1.4, RL.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use evidence from the text as they role-play specific story elements and as they reflect on respect. (SL.1.1, SL.1.2)
  • During Work Time C, circulate and observe students as they complete the Summer Sun Risin’ response sheet. Watch for students to observe and accurately describe events from the end of the story. (RL.1.3, W.1.8)

Lesson 7Close Read-aloud, Culminating Task and Reflecting on Guiding Question

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "Sun, Moon, and Stars" Song (5 minutes)

2. Work Time

A. Close Read-aloud Culminating Task: Summer Sun Risin' (40 minutes)

B. Structured Discussion: Reflecting on Unit 1 Guiding Question (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can retell important events of what the boy and the sun do throughout Summer Sun Risin’. (RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.4a)
  • During the Opening, listen and track progress as students review the noun, verb structures and use of pronouns in the “Sun, Moon, and Stars” song using the Language Checklist (L.1.1c, L.1.1d)
  • During the culminating task of the close read-aloud in Work Time A, use the Reading Literature Checklist to track students’ progress toward RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2 (see Assessment Overview and Resources).
  • Collect student response sheets for the culminating task to serve as evidence of progress toward standards RL.1.3, RL.1.7, W.1.8 and to inform instruction for subsequent lessons.
  • During the Closing, note how students self-assess their ability to retell Summer Sun Risin’. Use this information as a guide for subsequent lessons as students continue to practice retelling stories they hear read aloud.

Lesson 8Focused Read Aloud and Retelling, Session 1: Papa, Please Get the Moon for Me

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement and Language: "Sun, Moon, and Stars" Version 2 song (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: Papa, Please Get the Moon for Me (15 minutes)

B. Role-Play: Character and Setting, Pages 17–20 (10 minutes)

C. Independent Writing: Papa, Please Get the Moon for Me Response Sheet, Parts I and II (20 minutes)

3. Closing and Assessment

A. Pinky Partners: Making Connections (5 minutes)

I can answer questions about key details from Papa, Please Get the Moon for Me. (RL.1.1, RL.1.2, RL.1.7, SL.1.1, SL.1.2)

I can describe the characters and setting from Papa, Please Get the Moon for Me. (RL.1.3, RL.1.7, L.1.6, W.1.8)

  • During the Opening, use the Language Checklist to track students’ progress towards L.1.1e as students participate in the song activity.
  • During the focused read-aloud in Work Time A, use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.2, RL.1.3, and RL.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).

Lesson 9Focused Read Aloud and Retelling, Session 2: Papa, Please Get the Moon for Me

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "Sun, Moon, and Stars" Song(10 minutes)

2. Work Time

A. Focused Read-aloud, Session 2:Papa, Please Get the Moon for Me (15 minutes)

B. Role-Play: Beginning, Middle, and End (10 minutes)

C. Independent Writing: Papa, Please Get the Moon for Me Response Sheet, Part III (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can retell major events from Papa, Please Get the Moon for Me.(RL.1.1, RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.1, SL.1.2, L.1.6)
  • I can describe the central message of Papa, Please Get the Moon for Me. (RL.1.2, W.1.8, SL.1.1)
  • During the Opening, use the Language Checklist to track students’ progress towards L.1.1e as students participate in the song activity.
  • During Work Time A, B, and C, track students’ progress towards the reading standards in this lesson using the Reading Literature Checklist.
  • During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
  • During Work Time C, circulate and observe students individually writing their Papa, Please Get the Moon for Me response sheet. At the end of the lesson, collect students’ writing samples to check progress toward RL.1.1, RL.1.2, RL.1.3, and W.1.8.
  • Role Play

Lesson 10Focused Read Aloud and Retelling, Session 1: Sun and Moon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Introducing the Moon Movement Routine (5 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: Sun and Moon (20 minutes)

B. Role-Play: Character and Setting, Pages 1–11 (10 minutes)

C. Independent Writing: Sun and Moon Response Sheet, Parts I and II (20 minutes)

3. Closing and Assessment

A. Structured Discussion: Making Connections (5 minutes)

  • I can answer questions about key details from Sun and Moon. (RL.1.1, RL.1.2, RL.1.7, SL.1.1, SL.1.2)
  • I can describe the characters and setting from Sun and Moon. (RL.1.3, RL.1.7, W.1.8, L.1.6)
  • During the focused read-aloud in Work Time A, use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.2, RL.1.3, and RL.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
  • Role Play

Lesson 11Focused Read Aloud and Retelling, Session 2: Sun and Moon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Moon Movement Routine (5 minutes)

2. Work Time

A. Focused Read-aloud, Session 2: Sun and Moon (15 minutes)

B. Role-Play: Beginning, Middle, and End (15 minutes)

C. Independent Writing: Sun and Moon Response Sheet, Parts III and IV (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can retell major events from Sun and Moon. (RL.1.1, RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.2, L.1.6)
  • I can describe the central message of Sun and Moon.(RL.1.2, W.1.8, SL.1.1)
  • During Work Time A, B, and C, track students’ progress towards the reading standards in this lesson using the Reading Literature Checklist.
  • During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
  • During Work Time C, circulate and observe students individually writing their Sun and Moon response sheets. At the end of the lesson, collect students’ writing samples to check progress toward W.1.8.
  • Role Play

Lesson 12Focused Read Aloud and Retelling, Session 1: Why the Sun and the Moon Live in the Sky

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement and Language: "Sun, Moon, and Stars" Version 2 Song (5 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: Why the Sun and the Moon Live in the Sky (20 minutes)

B. Role-Play: Character and Setting, Pages 7–17 (15 minutes)

C. Independent Writing: Why the Sun and the Moon Live in the Sky Response Sheet, Parts I and II (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can answer questions about key details from Why the Sun and the Moon Live in the Sky.(RL.1.1, RL.1.2, RL.1.7, SL.1.1, SL.1.2)
  • I can describe the characters, setting, and major events from Why the Sun and the Moon Live in the Sky.(RL.1.3, W.1.8, L.1.6)
  • During the focused read-aloud in Work Time A, use the Reading Literature Checklist to track students’ progress toward RL.1.1, RL.1.2, RL.1.3, and RL.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
  • Role Play

Lesson 13Focused Read Aloud and Retelling, Session 2: Why the Sun and the Moon Live in the Sky

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement and Language: "Sun, Moon, and Stars" Song and Moon Movement Routine (5 minutes)

2. Work Time

A. Focused Read-aloud, Session 2: Why the Sun and the Moon Live in the Sky (15 minutes)

B. Role-Play: Beginning, Middle, and End (15 minutes)

C. Independent Writing: Why the Sun and the Moon Live in the Sky Response Sheet, Parts III and IV (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can retell major events from Why the Sun and the Moon Live in the Sky. (RL.1.1, RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.2, L.1.6)
  • I can describe the central message of Why the Sun and the Moon Live in the Sky.(RL.1.2, W.1.8, SL.1.1)
  • During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
  • During Work Time C, circulate and observe students individually writing their Why the Sun and the Moon Live in the Sky response sheet. At the end of the lesson, collect students’ writing samples to check progress toward W.1.8.
  • Role Play

Lesson 14Unit 1 Assessment, Part I: Reading and Answering Questions about Kitten’s First Full Moon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Sun and Moon Movement Routines (10 minutes)

2. Work Time

A. Unit 1 Assessment, Part I: Reading and Answering Questions about Kitten's First Full Moon (25 minutes)

B. Role-Play: Characters and Setting (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

B. Engaging the Learner: "Sun, Moon, and Stars" song (5 minutes)

  • I can ask and answer questions about key details from Kitten’s First Full Moon. (RL.1.1)
  • I can describe the characters, setting, major events, and central message of Kitten’s First Full Moon. (RL.1.2, RL.1.3, RL.1.7, W.1.8, L.1.6)
  • In Work Time A, collect response sheets from the Unit 1 Assessment as a work sample to demonstrate progress toward RL.1.2, RL.1.3, RL.1.7, W.1.8, and L.1.6. Use the Unit 1 Assessment answer key to evaluate students’ progress (see Assessment Overview and Resources).
  • Role Play

Lesson 15Unit 1 Assessment, Part 2: Reading and Answering Questions about Kitten’s First Full Moon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement and Language: "Sun, Moon, and Stars" Version 2 song (5 minutes)

2. Work Time

A. Unit 1 Assessment, Part II: Reading and Answering Questions about Kitten's First Full Moon (30 minutes)

B. Revisiting the Unit 1 Guiding Question (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can describe the characters, setting, major events, and central message from Kitten’s First Full Moon. (RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.2, L.1.6)
  • In Work Time A, collect Unit 1 Assessment response sheets as a work sample to demonstrate progress toward RL.1.2, RL.1.3, RL.1.7, W.1.8, and L.1.6. Use the Unit 1 Assessment Rubric to evaluate students’ progress (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen as students discuss and share their growing understanding of the Unit 1 guiding question. (RL.1.2)

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