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

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ELA G1:M4:U1

Analyzing Literature: Stories of Bird Helpers

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: Helping Birds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Letter from an Ornithologist (15 minutes)

2. Work Time

A. Picture Tea Party Protocol: Bird Pictures (25 minutes)

B. Reading Aloud: Lost and Found (10 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face Protocol: Habits of Character (10 minutes)

  • I can determine the meanings of unknown words to understand the meaning of a text. (L.1.4, L.1.4a, L.1.4b, L.1.4c)
  • I can make observations about pictures of birds by looking closely at details. (SL.1.1, SL.1.1b)
  • During Work Time A and the Closing, use the Speaking and Listening Checklist to monitor student progress toward SL.1.1a and SL.1.1b (see Assessment Overview and Resources).

Lesson 2Close Read-aloud and Writing, Session 1: The Lion and the Bird

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Simple Sentences (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: The Lion and the Bird, Pages 1–20 (25 minutes)

B. Independent Writing: Stories of Bird Helpers Response Journal (15 minutes)

3. Closing and Assessment

A. Icon Sentences Protocol: Working to Become Ethical People (10 minutes)

  • I can describe the characters, setting, problem, and solution in the text The Lion and the Bird. (RL 1.1, RL 1.3, SL 1.2)
  • I can use strategies to determine the meaning of an unknown word. (L.1.4, L.1.4a, L.1.4b, L.1.4c)
  • I can write about the problem in The Lion and the Bird using evidence from the text. (W.1.8, L1.1j)
  • During the Opening and Work Time A, use the Language Standards Checklist to track student progress toward L.1.1 and L1.4 (see Assessment Overview and Resources).
  • During Work Time A, use the Reading Literature Checklist to track student progress towards RL.1.1, RL.1.2, RL.1.3, and RL.1.7 (see Assessment Overview and Resources).

Lesson 3Close Read-aloud and Writing, Session 2: The Lion and the Bird

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Simple Sentences (10 minutes)

2. Work Time

A. Close Read-aloud, Session 2: The Lion and the Bird, Pages 11–70 (20 minutes)

B. Independent Writing: Stories of Bird Helpers Response Journal (10 minutes)

3. Closing and Assessment

A. Close Read-Aloud, Culminating Task: The Lion and the Bird (10 minutes)

B. Icon Sentences Protocol: Compassion and Respect in The Lion and the Bird (10 minutes)

  • I can describe and write about the solution in the text The Lion and the Bird using evidence from the text. (RI.1.1, RL.1.2, RL.1.3, RL.1.7, SL.1.2, W.1.8, L1.1j)
  • I can use strategies to determine the meaning of an unknown word. (L.1.4, L.1.4a, L.1.4b, L.1.4c)
  • I can describe the author’s message in the text The Lion and the Bird. (RL.1.1, RL.1.2, SL.1.2)
  • During the Opening and Work Time A, use the Language Standards Checklist to track student progress toward L.1.1. L.1.1j, L.1.4a, L.1.4b,and L.1.4c (see Assessment Overview and Resources).

Lesson 4Focused Read-aloud and Writing, Session 1: Pierre the Penguin

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Compound Sentences (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: Pierre the Penguin, Pages 1–12 (15 minutes)

B. Role-Play Protocol: Pierre the Penguin (10 minutes)

C. Independent Writing: Stories of Bird Helpers Response Journal (15 minutes)

3. Closing and Assessment

A. Icon Sentences Protocol: Working to Become Ethical People (10 minutes)

  • I can describe the characters, setting, and problem in the text Pierre the Penguin. (RL.1.1, RL.1.3, SL.1.2)
  • I can write about the problem in Pierre the Penguin using evidence from the text. (W.1.8, L1.1g, L1.1j)
  • During the Opening and Work Time B, continue to use the Language Standards Checklist to track student progress toward L.1.1 and L.1.1j (see Assessment Overview and Resources).
  • Collect students’ Stories of Bird Helpers response journals and use the Reading Literature Checklist and Language Standards Checklist to track student progress toward RL 1.1, RL 1.3, RL 1.9, and L.1.1j (see Assessment Overview and Resources).

Lesson 5Focused Read-aloud and Writing, Session 2: Pierre the Penguin

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Compound Sentences (10 minutes)

2. Work Time

A. Language Dive: Pierre the Penguin (15 minutes)

B. Focused Read-aloud, Session 2: Pierre the Penguin, Pages 13–28 (15 minutes)

C. Independent Writing: Stories of Bird Helpers Response Journal (10 minutes)

3. Closing and Assessment

A. Icon Sentences Protocol: Compassion and Respect in Pierre the Penguin (10 minutes)

  • I can describe the solution and ending in the text Pierre the Penguin. (RL.1.1, RL.1.2, RL.1.3)
  • I can write about the solution and ending in Pierre the Penguin using evidence from the text. (W.1.8, L.1.1 g, L.1.1j)
  • I can discuss how Pam shows respect and compassion in Pierre the Penguin. (RL.1. 2, SL.1.1b)
  • During the Opening and Work Time C, continue to use the Language Standards Checklist to track student progress toward L.1.1g and L.1.1j (see Assessment Overview and Resources).
  • Collect students’ Stories of Bird Helpers response journals and continue to use the Reading Literature Checklist and Language Standards Checklist to track student progress toward RL 1.1, RL 1.3, RL 1.9, and L.1.1j (see Assessment Overview and Resources).

Lesson 6Comparing and Contrasting: The Lion and the Bird and Pierre the Penguin

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Helpers” Two-Voice Poem (10 minutes)

2. Work Time

A. Role-Play Protocol: Comparing and Contrasting The Lion and the Bird and Pierre the Penguin (10 minutes)

B. Shared Writing: Comparing Characters’ Experiences (15 minutes)

C. Independent Writing: Contrasting Characters’ Experiences (15 minutes)

3. Closing and Assessment

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

  • I can compare and contrast the characters’ experiences in The Lion and the Bird and Pierre the Penguin. (RL 1.1, RL 1.3, RL 1.9, W.1.8)
  • Collect students’ Stories of Bird Helpers response journals and continue to use the Reading Literature Checklist and Language Standards Checklist to track student progress toward RL 1.1, RL 1.3, RL 1.9, and L.1.1j (see Assessment Overview and Resources).

Lesson 7Focused Read-aloud and Writing, Session 1: Maggie the One-Eyed Peregrine Falcon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Helpers” Two-Voice Poem (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: Maggie the One-Eyed Peregrine Falcon, Pages 1–14(15 minutes)

B. Role-Play Protocol: Maggie the One-Eyed Peregrine Falcon (10 minutes)

C. Independent Writing: Stories of Bird Helpers Response Journal (15 minutes)

3. Closing and Assessment

A. Icon Sentences Protocol: Working to Become Ethical People (10 minutes)

  • I can use clues from other words in a sentence to determine the meaning of unknown words. (L.1.4)
  • I can describe the characters, setting, and problem in Maggie the One-Eyed Peregrine Falcon. (RL.1.1, RL.1.3, W.1.8, SL.1.2, L.1.1j, L.1.2)
  • I can write about the problem in Maggie the One-Eyed Peregrine Falcon using evidence from the text. (W.1.8, L 1.1 g, L1.1j)
  • During the Opening, observe students as they begin to use clues from other words in a sentence to determine the meaning of unknown words and gather data on their progress toward L.1.4.
  • Collect students’ Stories of Bird Helpers response journals and continue to use the Reading Literature Checklist and Language Standards Checklist to track student progress toward RL 1.1, RL 1.3, and L.1.1j (see Assessment Overview and Resources).

Lesson 8Focused Read-aloud and Writing, Session 2: Maggie the One-Eyed Peregrine Falcon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Helpers” Two-Voice Poem (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 2: Maggie the One-Eyed Peregrine Falcon, Pages 15–26(15 minutes)

B. Language Dive: Maggie the One-Eyed Peregrine Falcon  (15 minutes)

C. Independent Writing: Stories of Bird Helpers Response Journal (15 minutes)

3. Closing and Assessment

A. Icon Sentences Protocol: Respect and Compassion in Maggie the One-Eyed Peregrine Falcon (10 minutes)

  • I can use the base word to help to determine the meaning of unknown words in a sentence. (L.1.4)
  • I can describe the solution and ending in Maggie the One-Eyed Peregrine Falcon. (RL.1.1, RL.1.3, W.1.8, SL.1.2, L.1.1j, L.1.2)
  • I can write about the solution and ending in Maggie the One-Eyed Peregrine Falcon using evidence from the text. (W.1.8, L.1.1 g, L.1.1j)
  • Continue to observe students during the Opening as they use clues from other words in a sentence to determine the meaning of unknown words and gather data on their progress toward L.1.4.
  • Collect students’ Stories of Bird Helpers response journals and continue to use the Reading Literature Checklist and Language Standards Checklist to track student progress toward RL 1.1, RL 1.3, and L.1.1j (see Assessment Overview and Resources).

Lesson 9Unit 1 Assessment: Comparing and Contrasting Pierre the Penguin and Maggie the One-Eyed Peregrine Falcon

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “Bird Helpers” Two-Voice Poem (10 minutes)

2. Work Time

A. Unit 1 Assessment, Part I: Comparing Pierre the Penguin and Maggie the One-Eyed Peregrine Falcon (20 minutes)

B. Unit 1 Assessment, Part II: Contrasting Pierre the Penguin and Maggie the One-Eyed Peregrine Falcon  (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can compare and contrast the experiences of characters from Pierre the Penguin and Maggie the One-Eyed Peregrine Falcon. (RL.1.1, RL.1.3, RL.1.9, W.1.8, SL.1.2, L.1.1, L.1.2)
  • In the Closing, monitor students’ growing understanding about the module guiding question and use the data to inform introductory lessons in Unit 2.

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