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

You are here

ELA G1:M2:U2

Reading to Learn and Writing to Understand: A Study of the Patterns of the Sun, Moon, and Stars

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 5 (10 minutes)

2. Work Time

A. Picture Tea Party: Pattern Photographs (10 minutes)

B. Focused Read-aloud: Does the Sun Sleep?: Noticing Sun, Moon, and Star Patterns, Pages 4–9 (20 minutes)

C. Engaging the Scientist: "Observe Sunrise and Sunset" (10 minutes)

3. Closing and Assessment

A. Shared Writing: Recording Our Observations and Questions about the Sun, Moon, and Stars (10 minutes)

  • I can describe what I observe in pictures and videos of the sun, moon, and stars. (RI.1.1, SL.1.2)
  • I can ask and record questions about what I notice in pictures and videos of the sun, moon, and stars. (RI.1.1, W.1.8, L.1.1j)
  • During the focused read aloud in Work Time B use the Reading Literature checklist to assess students’ progress towards RL.1.5 and the Reading Informational Text checklist to assess students’ progress towards RI.1.1.
  • Think-Pair-Share

Lesson 2Close Read-aloud, Session 1: What Makes Day and Night

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: "What We See: The Sun, Moon, and Stars" Poem (10 minutes)

2. Work Time

A. Structured Discussion: Introducing the Unit 2 Guiding Question (10 minutes)

B. Close Read-aloud, Session 1: What Makes Day and Night, Pages 1–31 (20 minutes)

C. Shared Writing: Describing the Sun and Moon (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes

  • I can describe the pattern of light and dark on earth using information from the text What Makes Day and Night.(RI.1.1, RI.1.2, RI.1.4, RI.1.7, SL.1.1a)
  • I can record my observations about what I notice in pictures and videos of the sun, moon, and stars. (W.1.8, L.1.1c, L.1.1f, L.1.6)
  • During the Opening, observe students as they begin to find adjectives to describe the sun, moon, and stars and identify real-life connections with the adjectives. Record student progress on the Language Checklist. (L.1.1f, L.1.5c)
  • During the close read-aloud in Work Time B, use the Reading Literature checklist to track students’ progress towards RL.1.5 and the Reading Informational Text Checklist to track students’ progress toward the reading standards listed for this lesson (see Assessment Overview and Resources).

Lesson 3Close Read-aloud, Session 2: What Makes Day and Night

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: "What We See: The Sun, Moon, and Stars" Poem (10 minutes)

2. Work Time

A. Close Read-aloud, Session 2: What Makes Day and Night, Pages 14–15 (20 minutes)

B. Back-to-Back and Face-to-Face: Earth's Rotation (15 minutes)

3. Closing and Assessment

A. Shared Writing: Describing the Sun and Moon (10 minutes)

B. Reflecting on Learning (5 minutes)

  • I can distinguish what I learn from the illustrations and what I learn from the text in the book What Makes Day and Night to describe the pattern of light and dark on earth.(RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a)
  • I can record my observations about what I notice in pictures and videos of the sun, moon, and stars. (W.1.8, L.1.1f, L.1.6)
  • During the Opening and Closing A, observe students as they begin to use adjectives to describe the sun, moon, and stars and identify real-life connections with the adjectives. Record student progress on the Language Checklist. (L.1.1f, L.1.5c)
  • During Session 2 of the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward the RI standards listed for this lesson (see Assessment Overview and Resources).
  • During Work Time B, monitor students as they engage in the Back-to-Back and Face-to-Face protocol to listen and respond to a classmate’s idea. (SL.1.1)

Lesson 4Close Read-aloud, Session 3: What Makes Day and Night

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: "What We See: The Sun, Moon, and Stars" Poem (10 minutes)

2. Work Time

A. Close Read-aloud, Session 3: What Makes Day and Night, Pages 16–20 (20 minutes)

B. Engaging the Scientist: Introducing Integrity and Modeling How the Earth Moves (15 minutes)

C. Structured Discussion: Reflecting on Integrity (5 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (10 minutes)

  • I can distinguish what I learn from the illustrations and what I learn from the text in the book What Makes Day and Night to describe the pattern of light and dark on earth. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a)
  • I can record my observations from images/videos of the sky in my Sky notebook. (W.1.8, L.1.1f, L.1.6)
  • During the Opening and Closing A, observe students as they begin to use adjectives to describe the sun, moon, and stars during shared writing and identify real-life connections with the adjectives. Record student progress on the Language Checklist. (L.1.1f, L.1.5c).
  • During Session 3 of the close read-aloud in Work Time A, use the Reading Informational Text Checklist as students answer the focus question, paying attention to how they distinguish information they’ve learned from illustrations and from the words in text. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a)
  • During the Closing, circulate and observe students as they complete the Sky Notebook. Watch for students to observe and accurately use adjectives to describe the sun and moon. (W.1.8, L.1.1f, L.1.1j)
  • Pinky Partners

Lesson 5Close Read-aloud, Session 4: What Makes Day and Night

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: "Where Are They? The Sun, Moon, and Stars" Poem (5 minutes)

2. Work Time

A. Close Read-aloud, Session 4: What Makes Day and Night, Pages 24–27 (15 minutes)

B. Independent Writing: What Makes Day and Night Notes (15 minutes)

C. Shared Writing: Reflecting on Unit 2 Guiding Question (10 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (10 minutes)

B. Shared Writing: Describing the Position of the Sun (5 minutes)

  • I can distinguish what I learn from the illustrations and what I learn from the text in the book What Makes Day and Night to describe the pattern of light and dark on earth. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a)
  • I can record my observations from images/videos of the sky in my Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.6)
  • During the Opening, observe students as they begin to find prepositions to describe where the sun, moon, and stars are in particular photographs. (L.1.1i)
  • During Session 4 of the close read-aloud in Work Time A, use the Reading Informational Text Checklist to observe students as they distinguish information they’ve learned from illustrations and from the words in text. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a)
  • During Work Time B, circulate and observe students as they compile their individual notes on What Makes Day and Night. Watch for students to begin to synthesize their thinking about the first pattern in the sky they learned: light (day) and dark (night). (RI.1.2, RI.1.6, RI.1.7, W.1.8)

Lesson 6Close Read-aloud, Culminating Task: What Makes Day and Night

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: "Where Are They? The Sun, Moon, and Stars" Poem (5 minutes)

2. Work Time

A. Close Read-aloud Culminating Task: What Makes Day and Night, Entire Text (25 minutes)

B. Launching Science Talk Protocol (20 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (10 minutes)

B. Shared Writing: Describing the Position of the Moon (5 minutes)

  • I can participate in a Science Talk about what makes day and night on earth using information from my notes as evidence.(RI.1.7, SL.1.1a, SL.1.4, SL.1.6)
  • I can record my observations from images/videos of the sky in my Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.6)
  • During the Opening, observe students as they begin finding prepositions to describe the position of the sun, moon, and stars in the sky. (L.1.1i)
  • Collect students’ response sheets for the culminating task to serve as evidence of progress toward standards to inform instruction for subsequent lessons. (RI.1.1, RI.1.7)
  • During the Culminating Task in Work Time A, use the Reading Informational Text Checklist to observe students as they distinguish information they’ve learned from illustrations and from the words in text. (RI.1.6, RI.1.7)
  • During Work Time B, circulate and listen for students to participate in the Science Talk protocol positively by following the guidelines on the Science Talk Protocol anchor chart. Use the Speaking and Listening Checklist to monitor students’ progress toward SL.1.1a,b (see Assessment Overview and Resources).

Lesson 7Focused Read-aloud, Session 1: Does the Sun Sleep? Noticing Sun, Moon, and Star Patterns

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: "Where Are They? The Sun, Moon, and Stars" Poem Version 2 (10 minutes)

2. Work Time

A. Focused Read-aloud: Does the Sun Sleep? Noticing Sun, Moon, and Star Patterns, Pages 12–15 (20 minutes)

B. Engaging the Scientist: Why Does the Moon Seem to Change Shape? (20 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (10 minutes)

  • I can distinguish what I learn from the illustrations and what I learn from the text in the book Does the Sun Sleep? Noticing Sun, Moon, and Star Patterns to describe patterns of the moon. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7)
  • I can record my observations of images of the sky in the Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.1j, L.1.6)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7) to track students’ progress toward these reading standards and the Reading Literature Checklist to track progress towards RL.1.5. (see Assessment Overview and Resources).
  • During the Closing, circulate and observe students independently writing in their Sky notebook. At the end of the lesson, collect students’ writing samples to document progress toward W.1.8, L.1.1f, L.1.1i, L.1.1j, and L.1.6.

Lesson 8Speaking and Listening: Patterns of the Moon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Reviewing Patterns of the Moon Anchor Chart (5 minutes)

2. Work Time

A. Independent Writing: Patterns of the Moon Notes (10 minutes)

B. Science Talk: "Why Does the Moon Seem to Change?" (20 minutes)

C. Reflecting on Learning (10 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (10 minutes)

B. Shared Writing: Describing What People Do during the Day (5 minutes)

  • I can build onto others’ ideas while participating in a Science Talk about patterns of the moon. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a, SL.1.1b, SL.1.4)
  • I can record my observations of videos/images of the sky in the Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.1j, L.1.6)
  • During Work Time A, circulate and observe students as they write independently. At the end of the lesson, collect students’ notes to document progress toward W.1.8, RI.1.1, RI.1.2, RI.1.6, and RI.1.7.
  • During Work Time B, circulate and listen for students to use the modeled sentence frames and evidence from their notes as they take part in the Science Talk. Note how students are interacting with one another using the Speaking and Listening Checklist. (SL.1.1a, SL.1.1b, and SL.1.4)

Lesson 9Focused Read-aloud, Session 2: Does the Sun Sleep? Noticing Sun, Moon, and Star Patterns

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: "Where Are They? The Sun, Moon, and Stars" Poem (10 minutes)

2. Work Time

A. Focused Read-aloud: Does the Sun Sleep? Noticing Sun, Moon, and Star Patterns, Pages 16–21 (15 minutes)

B. Engaging the Scientist: "Why Can't We See Stars during the Day?"(15 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (15 minutes)

B. Shared Writing: Describing What People Do at Night (5 minutes)

  • I can distinguish what I learn from the illustrations and what I learn from the text in the book Does the Sun Sleep?Noticing Sun, Moon, and Star Patterns to describe patterns of the stars. (RI.1.1, RI.1.2, RI.1.4, RI.1.6 RI.1.7)
  • I can record my observations of videos/images of the sky in the Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.1j, L.1.6)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During the Closing, circulate and observe students independently writing in their Sky notebook. At the end of the lesson, collect students’ writing samples to document progress toward W.1.8, L.1.1f, L.1.1i, L.1.1j, and L.1.6.

Lesson 10Speaking and Listening: Patterns of the Stars

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Reviewing Patterns of the Stars Anchor Chart (5 minutes)

2. Work Time

A. Independent Writing: Patterns of the Stars Notes (10 minutes)

B. Science Talk: "Why Can't We See the Stars during the Day?" (15 minutes)

C. Reflecting on Learning (10 minutes)

3. Closing and Assessment

A. Reflecting on Integrity (5 minutes)

B. Independent Writing: Sky Notebook (15 minutes)

  • I can build onto others’ ideas while participating in a Science Talk about patterns of the stars. (RI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, SL.1.1a, SL.1.1b, SL.1.4)
  • I can record my observations of videos/images of the sky in the Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.1j, L.1.6)
  • During Work Time A, circulate and observe students independently writing their individual notes. At the end of the lesson, collect students’ notes to document progress toward W.1.8, RI.1.1, RI.1.2, RI.1.6, and RI.1.7.
  • During Work Time B, circulate and listen for students to use the modeled sentence frames and evidence from their notes as they take part in the Science Talk. Note how students are interacting with one another using the Speaking and Listening Checklist to specifically focus on SL.1.1a, SL.1.1b, and SL.1.4 (see Assessment Overview and Resources).
  • During the Closing, circulate and observe students independently writing in their Sky notebook. At the end of the lesson, collect students’ writing samples to document progress toward W.1.8, L.1.1f, L.1.1i, L.1.1j, and L.1.6.
  • Science Talks

Lesson 11Reading, Writing, and Speaking: Preparing for the Unit 2 Assessment

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: "Where Are They? The Sun, Moon, and Stars" Poem (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Shared Reading: Revisiting Unit 2 Guiding Question Anchor Chart (10 minutes)

B. Reviewing Notes: Preparing for the Unit 2 Assessment (10 minutes)

C. Back-to-Back and Face-to-Face: Sharing Information about Patterns in the Sky (15 minutes)

3. Closing and Assessment

A. Independent Writing: Sky Notebook (15 minutes)

  • I can describe a pattern that can be observed in the sky using evidence from my notes about the sun, moon, or stars. (RI.1.1, RI.1.7, SL.1.1a, SL.1.1b, SL.1.4)
  • I can record my observations from videos/images of the sky in my Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.1j, L.1.6)
  • During the Closing, circulate and observe students independently writing in their Sky notebook. At the end of the lesson, collect students’ notebooks to serve as writing samples demonstrating progress toward W.1.8, L.1.1f, L.1.1i, L.1.1j, and L.1.6.
  • Back-to-back and Face-to-Face

Lesson 12Unit 2 Assessment: Discussing Observable Patterns in the Sky

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Revisiting Unit 2 Poems (5 minutes)

B. Introducing the Unit 2 Assessment (5 minutes)

2. Work Time

A. Unit 2 Assessment, Group 1: Science Talk (20 minutes)

B. Unit 2 Assessment, Group 2: Science Talk (20 minutes)

3. Closing and Assessment

A. Reflecting on Integrity (10 minutes)

  • I can build onto others’ ideas while participating in a Science Talk about observable patterns in the sky. (SL.1.1a, SL.1.1b, SL.1.4, SL.1.6)
  • I can record my observations from videos/images of the sky in my Sky Notebook. (W.1.8, L.1.1f, L.1.1i, L.1.1j, L.1.6)
  • During Work Times A and B, circulate as students participate in the Science Talk protocol. Using the Speaking and Listening Checklist, document progress toward SL.1.1a, SL.1.1b, SL.1.4, and SL.1.6 (see Assessment Overview and Resources).
  • Collect students’ Sky notebooks completed during Work Times A and B to serve as a work sample demonstrating progress toward W.1.8, L.1.1f, L.1.1i, L.1.1j, and L.1.6.
  • Science Talks

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up