Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G1:M3:U2

Building Research Skills: Birds’ Bodies

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 1Reading, Speaking, and Listening: Bird Feathers and Beaks

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Mystery Bird Body Parts” (10 minutes)

2. Work Time

A. Reading Aloud: Flight School (10 minutes)

B. Close Viewing Protocol: Observations about Beaks and Feathers (25 minutes)

3. Closing and Assessment

A. Shared Writing: Observations about Beaks and Feathers (15 minutes)

  • I can closely view pictures to gather information about bird beaks and feathers. (W.1.8, SL.1.1)
  • I can participate in a conversation about what I observe and wonder about bird beaks and feathers. (SL.1.1a, SL.1.1b)
  • During the Close Viewing protocol in Work Time B and the Closing, use the Speaking and Listening Checklist to monitor students’ progress toward SL.1.1a and SL.1.1b (see Assessment Overview and Resources).
  • During the writing portion of the Close Viewing protocol in Work Time B, use the Writing Checklist to track students’ progress toward W.1.8 (see Assessment Overview and Resources).
  • Close Viewing

Lesson 2Introducing the Research Text: Feathers, Not Just for Flying

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Spied a Feather” (10 minutes)

2. Work Time

A. Reading Aloud to Determine Main Idea and Text Structure: Feathers, Not Just for Flying (25 minutes)

B. Language Dive: Feathers, Not Just for Flying, Page 2 (15 minutes)

3. Closing and Assessment

A. Musical Mingle Protocol: Reflecting on Learning (10 minutes)

  • I can determine the main idea of the text Feathers, Not Just for Flying. (RI.1.2, RI.1.7, W.1.7).
  • I can describe the structure of the text Feathers, Not Just for Flying. (RI.1.5, SL.1.2)
  • During Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.1.2, RI.1.5, and RI.1.7) (see Assessment Overview and Resources).
  • During the Closing, circulate and observe as students briefly discuss with a partner which academic goals they are excited to meet in the unit. Consider using the Speaking and Listening Checklist to document students’ progress toward SL.1.1 (see Assessment Overview and Resources).
  • Musical Circles

Lesson 3Reading Aloud to Research and Take Notes: Feathers, Not Just for Flying

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Say It with Similes (10 minutes)

2. Work Time

A. Reading Aloud to Research Feathers: Feathers, Not Just for Flying (25 minutes)

B. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Musical Circles Protocol: Reflecting on Learning (10 minutes)

  • I can use text features to research information about feathers using the text Feathers, Not Just for Flying. (RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, W.1.7, SL.1.2)
  • I can explain the purpose of a semiplume feather using pictures and words. (W.1. 8, L1.1f, L1.1.g)
  • During the research reading in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.1.2, RI.1.4, RI.1.5, RI.1.6, and RI 1.7) (see Assessment Overview and Resources).
  • Review students’ drawing and writing from Work Time B using the Informational Writing Checklist to check progress toward W.1.8, L1.1f, and L1.1g (see Assessment Overview and Resources).
  • Musical Circles

Lesson 4Shared Writing, Part I: Birds’ Feathers Help Them Survive

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Say It with Similes (10 minutes)

2. Work Time

A. Shared Writing: Drafting Focus Statement and First Detail Sentences (25 minutes)

B. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Musical Circles Protocol: Reflecting on Learning (10 minutes)

  • I can contribute to the focus statement and detail sentences in a piece of shared writing. (W.1.2, W.1.7, W.1.8)
  • I can explain the purpose of a contour feather using pictures and words. (W.1.8, L1f, L1.g)
  • Continue to review students’ drawing and writing from Work Time B using the Informational Writing Checklist to check progress toward W.1.8, L1.1f, L1.1g (see Assessment Overview and Resources).

Lesson 5Shared Writing, Part II: Birds’ Feathers Help Them Survive

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Say It with Similes (10 minutes)

2. Work Time

A. Shared Writing: Drafting Second Detail Sentences and Conclusion (25 minutes)

B. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (10 minutes)

  • I can contribute to the second detail sentences and conclusion in a piece of shared writing. (W.1.2, W.1.7, W.1.8)
  • I can explain the purpose of a flight feather using pictures and words. (W.1.8, L.1f, L.1.g)
  • Continue to review students’ drawing and writing from Work Time B using the Informational Writing Checklist to check progress toward W.1.8, L.1.1f, and L.1.1g (see Assessment Overview and Resources).
  • Back-to-back and Face-to-Face

Lesson 6Research Reading, Session 1: Pages 3-4 of Beaks!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Volley for Vocabulary (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Beaks!, Pages 3–4 (25 minutes)

B. Shared Discussion: Reflecting on Unit 2 Guiding Question (10 minutes)

C. Movement: Bird Simon Says (5 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about different types of bird beaks using the text Beaks! (RI.1.2, RI.1.5, RI.1.6, RI.1.7, W.1.7)
  • I can collaborate with classmates to discuss evidence we’ve gathered about the Unit 2 guiding question. (SL.1.1, SL.1.2)
  • During the Opening, observe students as they begin to distinguish shades of meaning among verbs and gather data on their progress toward L.1.5d.
  • During the reading aloud to research in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.1.2, RI.1.5, RI.1.6, and RI.1.7 (see Assessment Overview and Resources).
  • During Work Times A and B, use the Speaking and Listening Checklist to monitor students’ progress toward SL.1.1 and SL.1.2 (see Assessment Overview and Resources).
  • Pinky Partners

Lesson 7Research Reading, Session 2: Pages 5, 6, and 9 of Beaks!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Volley for Vocabulary (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Beaks!, Pages 5, 6, and 9 (25 minutes)

B. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about different types of bird beaks using the text Beaks! (RI.1.2, RI.1.5, RI.1.6, RI.1.7, W.1.7)
  • I can explain the purpose of a hummingbird’s beak using pictures and words. (W.1.8, L.1.1g)
  • During the Volley for Vocabulary protocol in the Opening, continue to gather data on students’ progress toward L.1.5d as they distinguish shades of meaning among verbs.
  • During the reading aloud to research bird beaks in Work Time A, continue to use the Reading Informational Text Checklist to track students’ progress toward RI.1.2, RI.1.5, RI.1.6, and RI.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate to observe students as they draw and write about hummingbirds’ beaks. (W.1.8, L.1.1g)

Lesson 8Research Reading, Session 3: Pages 11, 12, & 13 of Beaks!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Shades of Meaning Charades (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Beaks!, Pages 11–13 (25 minutes)

B. Language Dive: Beaks!, Page 13 (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about different types of bird beaks using the text Beaks! (RI.1.2, RI.1.5, RI.1.6, RI.1.7, W.1.7)
  • I can collaborate with my classmates to discuss a sentence from the text Beaks! (SL.1.1, SL.1.2)
  • During the Shades of Meaning Charades in the Opening, continue to gather data on students’ progress toward L.1.5d as they distinguish shades of meaning among verbs.
  • During the reading aloud to research in Work Time A, continue to use the Reading Informational Text Checklist to track students’ progress toward RI.1.2, RI.1.5, RI.1.6, and RI.1.7 (see Assessment Overview and Resources).
  • Musical Circles

Lesson 9Research Reading, Session 4: Pages 14-16 of Beaks!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Shades of Meaning Charades (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Beaks!, Pages 14–16 (25 minutes)

B. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about different types of bird beaks using the text Beaks! (RI.1.2, RI.1.5, RI.1.6, RI.1.7, W.1.7)
  • I can explain the purpose of a spoonbill’s beak using pictures and words. (W.1.8, L.1.1g)
  • During the Shades of Meaning Charades in the Opening, continue to gather data on students’ progress toward L.1.5d as they distinguish shades of meaning among verbs.
  • During the reading aloud to research in Work Time A, continue to use the Reading Informational Text Checklist to track students’ progress toward RI.1.2, RI.1.5, RI.1.6, and RI.1.7 (see Assessment Overview and Resources).
  • During Work Time B, circulate to observe students as they draw and write about the spoonbill’s beak. (W.1.8, L.1.1g)
  • Musical Circles

Lesson 10Research Reading, Session 5: Individual Notes from Beaks!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Birds in the Wilderness” (10 minutes)

2. Work Time

A. Independent Writing: Preparing for Science Talk (20 minutes)

B. Science Talk Protocol: How Does a Bird’s Beak Help It Survive? (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can write research notes about different types of bird beaks. (W.1.8)
  • I can participate in a Science Talk to show my learning about how a bird’s beak helps it survive. (SL.1.1, SL.1.2)
  • During the Science Talk protocol in Work Time B, use the Speaking and Listening Checklist to monitor students’ progress toward SL.1.1a and SL.1.1b (see Assessment Overview and Resources).
  • Science Talks
  • Think-Pair-Share

Lesson 11Research Writing: Analyzing a Model

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Birds in the Wilderness” (10 minutes)

2. Work Time

A. Research Writing: Analyzing a Model (25 minutes)

B. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can analyze a model to learn about the parts of an informative paragraph. (W.1.2, W.1.8)
  • I can draw a bird beak by using accurate shapes and colors. (W.1.7)
  • During the Opening, use the Language Checklist to monitor students’ progress toward L.1.5d (see Assessment Overview and Resources).

Lesson 12Research Writing: Drafting the Focus Statement and Detail Sentences of My Beaks Informative Paragraph

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Birds in the Wilderness” (5 minutes)

2. Work Time

A. Research Writing: Drafting the Focus Statement and Detail Sentences (25 minutes)

B. Engaging the Scientist: Beaks That Crush Challenge (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can draft the focus statement and detail sentences of my beaks informative paragraph using evidence from my research. (W.1.2, W.1.7, W.1.8)
  • I can use evidence to explain the type of beak that is best for crushing seeds. (W.1.8)
  • During the Opening, continue to use the Language Checklist to monitor students’ progress toward L.1.5d (see Assessment Overview and Resources).
  • During Work Times A and B, circulate during writing time to reinforce the idea of using concrete evidence from the text and their experience to explain their thinking. (W.1.7, W.1.8)

Lesson 13Research Writing: Drafting the Detail Sentences and the Conclusion Statement of My Beaks Informative Paragraph

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Birds in the Wilderness” (5 minutes)

2. Work Time

A. Research Writing: Drafting the Detail Sentences and Conclusion Statement (25 minutes)

B. Engaging the Scientist: Beaks That Scoop Challenge (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can draft the detail sentences and conclusion statement of my informative paragraph using evidence from my research. (W.1.2, W.1.7, W.1.8)
  • I can use evidence to explain the type of beak that is best for scooping fish. (W.1.8)
  • During the Opening, continue to use the Language Checklist to monitor students’ progress toward L.1.5d (see Assessment Overview and Resources).
  • During Work Times A and B, circulate during writing time to reinforce the idea of using concrete evidence from the text and students’ experiences to explain their thinking. (W.1.7, W.1.8)

Lesson 14Research Writing: Preparing a Writing Organizer

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Birds in the Wilderness” (5 minutes)

2. Work Time

A. Research Writing: Preparing a Writing Organizer (20 minutes)

B. Engaging the Scientist: Beaks That Dig Challenge (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can plan my informative paragraph by choosing evidence from research to use in my writing. (W.1.2, W.1.7, W.1.8)
  • I can use evidence to explain the type of beak that is best for digging for worms. (W.1.8)
  • During the Opening, continue to use the Language Checklist to monitor students’ progress toward L.1.5d (see Assessment Overview and Resources).
  • During Work Times A and B, circulate during writing time to reinforce the idea of using concrete evidence from the text and students’ experience to explain their thinking. (W.1.7, W.1.8)

Lesson 15Unit 2 Assessment, Part I: Drafting the Focus Statement and Detail Sentences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Vocabulary Sorting (10 minutes)

2. Work Time

A. Science Talk Protocol: How Do Birds Use Their Body Parts to Survive? (15 minutes)

B. Unit 2 Assessment, Part I: Writing the Focus Statement and Detail Sentences (30 minutes)

3. Closing and Assessment

A. Sit, Kneel, Stand Protocol: Reflecting on Learning (5 minutes)

  • I can participate in a Science Talk to show my learning about how birds’ body parts help them survive. (SL.1.1, SL.1.1a, SL.1.2)
  • I can draft the focus statement and detail sentences of my informative paragraph using evidence from my research. (W.1.2, W.1.7, W.1.8)

  • During the Opening, continue to use the Language Checklist to monitor students’ progress toward L.1.1f and L.1.5d (see Assessment Overview and Resources).
  • During the Science Talk, circulate and observe as students discuss their notes with a small group. Consider using the Speaking and Listening Checklist to document students’ progress toward SL.1.1 and SL.1.2 (see Assessment Overview and Resources).
  • Science Talks

Lesson 16Unit 2 Assessment, Part II: Drafting Detail Sentences and Conclusion Statement

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Vocabulary Sorting (5 minutes)

2. Work Time

A. Unit 2 Assessment, Part II: Drafting Detail Sentences and Concluding Statement (30 minutes)

B. Independent Writing: Revising Our Work (15 minutes)

3. Closing and Assessment

A. Musical Circles Protocol: Revisiting Our Class Goals (10 minutes)

  • I can draft detail sentences and a conclusion statement of my informative paragraph using evidence from my research. (W1.2, W.1.7, W.1.8)
  • During the Opening, continue to use the Language Checklist to monitor students’ progress toward L.1.1f and L.1.5d (see Assessment Overview and Resources).

Lesson 17Speaking and Listening: Sharing our Informative Writing

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Find My Match (10 minutes)

2. Work Time

A. Independent Writing: Adding Pictures to Match Our Text (20 minutes)

B. Sharing Our Work: Informative Paragraphs (20 minutes)

3. Closing and Assessment

A. Musical Mingle Protocol: Revisiting Our Class Goals (10 minutes)

  • I can add scientific drawings to my informative paragraph about birds. (W.1.8)
  • I can share and celebrate my work with others. (SL.1.2)
  • During Work Time B when students are sharing their informative paragraphs, use the Speaking and Listening Checklist to monitor students’ progress toward SL.1.1a and SL.1.1b (see Assessment Overview and Resources).

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