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ELA G1:M3

Growing as Researchers: Birds’ Amazing Bodies

Each module is approximately 6-8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1–2 Unit 1: Learning to Read Informational Texts: Building Background Knowledge about Birds

Lesson #Instructional FocusCCS StandardsAssessments
Week 1
  • Noticing and wondering about birds
  • Building background knowledge: What makes a bird a bird?
  • Reading aloud: Birds and Just Ducks
  • Reading aloud to research bird colors and beaks with the text Birds (Scholastic Discover More)
  • Launching Birds Research notebooks
  • RI.1.2
  • RI.1.3
  • RI.1.5
  • RI.1.7
  • RI.1.9
  • W.1.8
  • SL.1.1a
  • SL 1.1b
  • N/A
Week 2
  • Reading aloud to research bird feathers, feet, beaks and birds of prey: Birds (Scholastic Discover More)
  • Continued writing and drawing in Birds Research notebooks
  • Independent writing: Final annotated bird drawing
  • Science Talk: What makes a bird a bird?
  • L.1.1f
  • L.1.5d
  • Unit 1 Assessment: Informational Reading Short Response about Birds (RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.7)

weeks 3-6 Unit 2: Building Research Skills: Birds’ Bodies

Lesson #Instructional FocusCCS StandardsAssessments
Week 3
  • Reading aloud: Flight School
  • Whole class research: Feathers, Not Just for Flying
  • Independent writing: Scientific drawing in Birds Research notebook
  • Shared writing: How do birds use their feathers to survive?
  • RI.1.2
  • RI.1.4
  • RI.1.5
  • RI.1.6
  • RI.1.8
  • W.1.8
  • SL.1.1a
  • SL.1.1b
  • SL.1.2
  • L.1.1f
  • L.1.4
  • N/A
Week 4
  • Reading aloud to research and take notes: Beaks!
  • Independent Writing: Birds Research notebook
  • Developing Language: Shades of Meaning Charades and Vocabulary Volleyball
  • Science Talk: How do birds use their beaks to survive?
  • RI.1.2
  • RI.1.4
  • RI.1.5
  • RI.1.6
  • RI.1.8
  • W.1.8
  • SL.1.1a
  • SL.1.1b
  • SL.1.2
  • L.1.1f
  • L.1.5d
  • N/A
Week 5
  • Zipper song using shades of meaning with verbs
  • Research writing
  • Beak challenges
  • Science Talk: How do birds use their body parts to survive?
  • W.1.2
  • W.1.7
  • W.1.8
  • L.1.5d
  • Unit 2 Assessment, Part I; Research Writing: How birds’ Bodies Help Them Survive (W.1.2, W.1.7)
  • Formative Assessment: Shades of Meaning with Verbs (L.1.5d)
Week 6
  • Research writing
  • Sharing our writing
  • W.1.2
  • W.1.7
  • W.1.8
  • L.1.5d
  • Unit 2 Assessment, Part II: Research Writing about Birds’ Body Parts (W.1.2, W.1.7)

Weeks 7-9 Unit 3: Writing to Show Our Research: Building Expertise about Birds’ Bodies

Lesson #Instructional FocusCCS StandardsAssessments
Week 7
  • Riddle Discussion protocol
  • Analyzing models and generating criteria for Expert Bird Riddle card and Expert Bird Scientific Drawing card
  • Reading independently to research expert birds
  • Scientific drawing of expert birds
  • RI.1.1
  • RI.1.5
  • RI.1.6
  • RI.1.7
  • W.1.7
  • W.1.8
  • SL.1.1c
  • SL.1.2
  • SL.1.3
  • SL.1.5
  • L.1.4
  • N/A
Week 8
  • Interactive Word Wall protocol
  • Reading aloud to research and take notes about expert birds
  • Expert Bird Riddle card
  • Giving and receiving feedback on riddle cards
  • RI.1.5
  • RI.1.6
  • RI.1.7
  • W.1.5
  • W.1.7
  • W.1.8
  • SL.1.1a
  • SL.1.1c
  • SL.1.2
  • SL.1.3
  • SL.1.5
  • L.1.1f
  • L.1.1g
  • L.1.5d
  • Unit 3 Assessment: Science Talk (SL.1.1c, SL.1.5)
Week 9
  • Expert Bird Riddle card
  • End of module reflection
  • Celebration of Learning
  • SL.1.6
  • Performance Task: Bird Riddle Cards and Scientific Drawing cards (W.1.5, W.1.7, L.1.1.f, L.1.1.g, L.1.2.b, L.1.2e)

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