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

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ELA G1:M3:U3

Writing to Show Our Research: Building Expertise about 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 1Speaking and Listening: Launching the Performance Task and Unit Guiding Question

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Riddle Discussion Protocol: Mystery Bird Riddle #1 (10 minutes)

2. Work Time

A. Generating Criteria: Expert Bird Riddle Cards (25 minutes)

B. Exploring the Text: Little Kids First Big Book of Birds (20 minutes)

3. Closing

A. Engaging the Learner: Voting on Expert Birds (5 minutes)

  • I can identify criteria for writing our Expert Bird Riddle cards. (W.1.8, SL.1.1c, SL.1.3)
  • I can use text features and illustrations to answer questions using the text Little Kids First Big Book of Birds. (RI.1.1, RI.1.5, RI.1.7)
  • During Work Time A, circulate to listen to student conversations to gather a baseline for speaking and listening skills to build in future lessons. (SL.1.1c, SL.1.3)

Lesson 2Speaking and Listening: Analyzing an Expert Bird Scientific Drawing Card

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Riddle Discussion Protocol: Mystery Bird Riddle #2 (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Beaks and Feathers Class Notes (15 minutes)

B. Launching Expert Bird Scientific Drawing Cards: Austin’s Butterfly (10 minutes)

C. Generating Criteria: Expert Bird Scientific Drawing Cards (20 minutes)

3. Closing

A. Sit, Kneel, Stand Protocol: Scientific Drawing Criteria (5 minutes)

  • I can research information about the cardinal using the beaks and feathers class notes. (RI.1.6, RI.1.7, W.1.7, W.1.8)
  • I can create criteria for our Expert Bird Scientific Drawing cards. (W.1.8, SL.1.1c, SL.1.3)
  • During Work Time A, circulate to listen in on student conversations to gather a baseline for speaking and listening skills to build on during discussions throughout the lesson. (SL.1.1c, SL.1.3)

Lesson 3Reading and Writing: Expert Birds Day 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Riddle Discussion Protocol: Mystery Bird Riddle #3 (10 minutes)

2. Work Time

A. Reading Independently to Research and Take Notes: Beaks and Feathers Class Notes (20 minutes)

B. Making Observations: Scientific Drawing, Shape, and Size (20 minutes)

3. Closing and Assessment

A. Peer Feedback: Expert Bird Drawing, Draft 1 (10 minutes)

  • I can research information about my expert bird using the beaks and feathers class notes. (RI.1.6, RI.1.7, W.1.7, W.1.8)
  • I can draw a sketch of my expert bird that shows my understanding of shape and size. (W.1.7)
  • During the Opening, continue to observe students as they discuss and ask questions about the Mystery Riddles and to gather data on their progress toward SL.1.1a and SL.1.1c.
  • During the reading independently to research and take notes in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.1.6, RI.1.7, W.1.7, and W.1.8 (see Assessment Overview and Resources).

Lesson 4Reading and Writing: Modeling Research with Little Kids First Big Book of Birds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Riddle Discussion Protocol: Mystery Bird Riddle #4 (10 minutes)

2. Work Time

A. Reading Aloud to Research and Take Notes: Little Kids First Big Book of Birds (20 minutes)

B. Making Observations: Scientific Drawing, Placement, and Details (20 minutes)

3. Closing and Assessment

A. Peer Feedback: Expert Bird Drawing, Draft 2 (10 minutes)

  • I can research information about the cardinal using the text Little Kids First Big Book of Birds. (RI.1.6, RI.1.7, W.1.7, W.1.8)
  • I can draw a sketch of my expert bird that shows my understanding of placement and details. (W.1.7)
  • During the Opening, continue to observe students as they discuss and ask questions about the Mystery Riddles and gather data on their progress toward SL.1.1a and SL.1.1c.
  • During Work Time A, continue to use the Reading Informational Text Checklist during the reading aloud to research expert birds in Work Time A to track students’ progress toward RI.1.5, RI.1.6, RI.1.7, W.1.7, and W.1.8 (see Assessment Overview and Resources).

Lesson 5Reading and Writing: Expert Birds, Day 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Riddle Discussion Protocol: Mystery Bird Riddle #5 (10 minutes)

2. Work Time

A. Reading Independently to Research and Take Notes and Creating Scientific Drawings: Little Kids First Big Book of Birds, Group A (20 minutes)

B. Reading Independently to Research and Take Notes and Creating Scientific Drawings: Little Kids First Big Book of Birds, Group B (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about my expert bird using the text Little Kids First Big Book of Birds. (RI.1.6, RI.1.7, W.1.7, W.1.8)
  • I can draw an accurate scientific drawing of my expert bird. (W.1.7)
  • During the Opening, continue to observe students as they discuss and ask questions about the Mystery Riddles and gather data on their progress toward SL.1.1a and SL.1.1c.
  • During Work Time A, continue to use the Reading Informational Text Checklist during the reading independently to research expert birds in Work Time A to track students’ progress toward RI.1.5, RI.1.6, RI.1.7, W.1.7, and W.1.8 (see Assessment Overview and Resources).

Lesson 6Reading and Writing: Expert Birds, Day 3

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Building Vocabulary: Interactive Word Wall (10 minutes)

2. Work Time

A. Reading Independently to Research and Take Notes: Little Kids First Big Book of Birds (15 minutes)

B. Peer Feedback: Expert Bird Drawing, Draft 3 (10 minutes)

C. Making Observations: Expert Bird Scientific Drawing Card (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about my expert bird using the text Little Kids First Big Book of Birds. (RI.1.6, RI.1.7, W.1.7, W.1.8)
  • I can draw an accurate drawing of my expert bird on my Expert Bird Scientific Drawing card. (W.1.7)

  • During the Opening, monitor students’ ability to participate in the Interactive Word Wall protocol and as they work to connect bird-related words. (SL.1.4, L.1.1f)
  • Continue to use the Reading Informational Text Checklist during the reading independently to research expert birds in Work Time A to track students’ progress toward RI.1.5, RI.1.6, RI.1.7, W.1.7, and W.1.8 (see Assessment Overview and Resources).

Lesson 7Reading and Writing: Expert Birds, Day 4

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Building Vocabulary: Interactive Word Wall (10 minutes)

2. Work Time

A. Reading Independently to Research and Take Notes: “Did You Know?” (20 minutes)

B. Preparing for a Science Talk (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can research information about my expert bird using the text “Did You Know?” (RI.1.6, RI.1.7, W.1.7, W.1.8)
  • I can prepare and plan for a Science Talk using my expert bird research. (W.1.7)

  • During the Opening, continue to monitor students’ ability to participate in the Interactive Word Wall protocol and as they work to connect bird-related words. (SL.1.4, L.1.1f)
  • During Work Time A, continue to use the Reading Informational Text Checklist during the reading independently to research expert birds in Work Time A to track students’ progress toward RI.1.5, RI.1.6, RI.1.7, W.1.7, and W.1.8 (see Assessment Overview and Resources).

Lesson 8Unit 3 Assessment: How Do Specific Birds Use Their Body Parts to Survive?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Building Vocabulary: Interactive Word Wall (10 minutes)

2. Work Time

A. Engaging the Learner: Introducing the Unit 3 Assessment and Expert Bird Puppets (5 minutes)

B. Unit 3 Assessment with Group A: Science Talk (20 minutes

C. Unit 3 Assessment with Group B: Science Talk (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can participate in a Science Talk about how my bird uses its body to survive. (SL.1.1c, SL 1.5)
  • During Work Times B and C, use the Unit 3 Assessment Rubric to assess students’ progress toward SL.1.1c and SL.1.5 (see Assessment Overview and Resources).

Lesson 9Independent Writing: Expert Bird Riddle

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Amazing Birds” (10 minutes)

2. Work Time

A. Shared Writing: Model Riddle (15 minutes)

B. Independent Writing: Expert Bird Riddle (30 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (5 minutes)

  • I can write a riddle about my expert bird that teaches the reader how the bird uses its body parts to survive. (W.1.7, L1.1f, L1.1g, L1.2b, L1.2d, L.1.2e)
  • N/A

Lesson 10Using Feedback to Revise: Expert Bird Riddles

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Amazing Birds” (10 minutes)

2. Work Time

A. Peer Feedback: Expert Bird Riddles (15 minutes)

B. Independent Writing: Using Feedback to Edit and Revise Expert Bird Riddles (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can give kind, specific, and helpful feedback to help my classmates to strengthen their writing. (SL.1.1a)
  • I can use feedback from my teacher and classmates to strengthen my own writing. (W.1.5, L.1.1f)
  • During Work Time A, listen as students give feedback to their peers and use the Speaking and Listening Checklist to track their progress toward SL.1.1a (see Assessment Overview and Resources).
  • During Work Time B, use the Informational Writing Checklist to track students’ ability to use feedback to revise their Expert Bird Riddles (see Assessment Overview and Resources).

Lesson 11Speaking and Listening: Preparing for the End of Module Celebration

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Amazing Birds” (5 minutes)

2. Work Time

A. Speaking and Listening: Preparing to Share Our Work (15 minutes)

B. Speaking and Listening: Reflecting on Our Learning as Researchers (15 minutes)

C. Developing Language: Playing the Riddle Matching Game (15 minutes)

3. Closing and Assessment

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

  • I can share my Expert Bird Riddle card using a loud and clear voice. (SL.1.4)
  • I can answer questions about my Expert Bird Riddle card using complete sentences. (SL 1.6)
  • During Work Times A, B, and C, circulate and observe students as they practice sharing what they have learned and use the Speaking and Listening Checklist to track their progress toward SL.1.4 and SL.1.6 (see Assessment Overview and Resources).
  • Musical Circles

Lesson 12Speaking and Listening: Sharing and Celebrating Our Work

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Amazing Birds” (10 minutes)

2. Work Time

A. Celebrating Our Learning: Sharing Our Work (20 minutes)

B. Celebrating Our Learning: Playing the Riddle Matching Game (15 minutes)

3. Closing and Assessment

A. End of Module Reflection (15 minutes)

  • I can share my Expert Bird Riddle card using a loud and clear voice. (SL.1.4)
  • I can answer questions about my Expert Bird Riddle card using complete sentences. (SL 1.6)
  • During Work Times A and B, observe as students present their work and engage with the classroom visitors. Use the Speaking and Listening Checklist to track their progress toward SL.1.4 and SL.1.6 (see Assessment Overview and Resources).
  • Musical Circles

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