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

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ELA G1:M4:U3

Taking Action through Literacy and Artwork: Caring for Birds

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: Feathered Friends Saver

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. Structured Discussion: Questions about the Feathered Friends Saver (20 minutes)

B. Reading Aloud: Olivia’s Birds: Saving the Gulf (15 minutes)

3. Closing and Assessment

A. Working to Contribute to a Better World (10 minutes)

  • I can make observations about the Feathered Friends Saver. (W.1.8, SL.1.1, SL.1.2)
  • I can answer questions about the text Olivia’s Birds: Saving the Gulf. (RI.1.1, RI.1.2)
  • During the structured discussion in Work Time A, use the Speaking and Listening Checklist to gather data on student progress toward SL.1.1 and SL.1.2 (see Assessment Overview and Resources).
  • During the read-aloud in Work Time B, use the Reading Informational Text Checklist to track student progress toward RI.1.1 (see Assessment Overview and Resources).

Lesson 2Focused Read-aloud: A Place for Birds, Pages 1–6 and 11–20

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Fascinating Birds” Jazz Chant (10 minutes)

2. Work Time

A. Focused Read-aloud: A Place for Birds, Pages 1–6 and 11–20 (30 minutes)

B. Language Dive: A Place for Birds, Page 12 (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can identify the author’s point in the text A Place for Birds using key details and illustrations. (RI.1.1, RI.1.3, RI.1.7)
  • I can use different strategies to determine the meaning of new words. (RI.1.4, L1.4, L.1.4a, L.1.4b, L.1.4c)
  • During the Closing, use the Language Checklist to track student progress toward L.1.4, L.1.4a, L.1.4b, and L.1.4c (see Assessment Overview and Resources).

Lesson 3Whole Group Research Reading: A Place for Birds, Pages 3–4, 15–16, and 19–20

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “Fascinating Birds” Jazz Chant (10 minutes)

2. Work Time

A. Whole Group Research Reading: A Place for Birds, Pages 3–4, 15–16, and 19–20 (25 minutes)

B. Independent Writing: Caring for Birds Notebook (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can identify the reasons the author gives to support her point in the text A Place for Birds. (RI.1.1, RI.1.3, RI.1.4, RI.1.7, RI.1.8, SL.1.2)
  • I can use different strategies to determine the meaning of new words. (RI.1.4, L1.4, L.1.4a, L.1.4b, L.1.4c)
  • I can write about a reason the author gives to support her point in the text A Place for Birds. (RI.1.8, W.1.8)
  • During the research reading and independent writing in Work Times A and B, use the Informational Reading Checklist to track student progress toward RI.1.1, RI.1.3, and RI.1.8 (see Assessment Overview and Resources).
  • During the Closing, use the Language Checklist to track student progress toward L.1.4, L.1.4a, L.1.4b, and L.1.4c (see Assessment Overview and Resources).

Lesson 4Small Group Research Reading: A Place for Birds, Pages 5–6, 11–12, 13–14, and 17–18

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Choose the Reason (10 minutes)

2. Work Time

A. Small Group Research Reading: A Place for Birds, Pages 5–6, 11–12, 13–14, and 17–18 (20 minutes)

B. Engaging the Learner: “Fascinating Birds” Jazz Chant (5 minutes)

C. Shared Writing: Caring for Birds: Class Notes (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can identify and write about the reasons the author gives to support her point in the text A Place for Birds. (RI.1.1, RI.1.3, RI.1.4, RI.1.7, RI.1.8, W.1.8, SL.1.2)
  • I can use different strategies to determine the meaning of new words. (RI.1.4, L1.4, L.1.4a, L.1.4b, L.1.4c)
  • During the Closing, use the Language Checklist to track student progress toward L.1.4, L.1.4a, L.1.4b, and L.1.4c (see Assessment Overview and Resources).

Lesson 5Preparing for the Unit 3 Assessment: Identifying Reasons Plants Need Birds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Choose the Reason (10 minutes)

2. Work Time

A. Focused Read-aloud: A Place for Birds, Page 25 (15 minutes)

B. Language Dive: A Place for Birds, Page 25 (15 minutes)

C. Independent Writing: Caring for Birds Notebook (10 minutes)

3. Closing and Assessment

A. Shared Writing: We Need Birds Anchor Chart (10 minutes)

  • I can identify reasons an author gives to support the point that plants need birds in the text A Place for Birds. (RI.1.1, RI.1.3, RI.1.4, RI.1.8, W.1.8, SL.1.2)
  • I can use different strategies to determine the meaning of new words. (RI.1.4, L1.4, L.1.4a, L.1.4b, L.1.4c)
  • During independent and shared writing in Work Time C and the Closing, use the Language Checklist to track student progress toward L.1.4, L.1.4a, L.1.4b, and L.1.4c (see Assessment Overview and Resources).

Lesson 6Preparing for the Unit 3 Assessment: Identifying Reasons Animals Need Birds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Choose the Reason (10 minutes)

2. Work Time

A. Focused Read-aloud: A Place for Birds, Page 26 (15 minutes)

B. Language Dive: A Place for Birds, Page 26 (15 minutes)

C. Independent Writing: Caring for Birds Notebook (10 minutes)

3. Closing and Assessment

A. Shared Writing: We Need Birds Anchor Chart (10 minutes)

  • I can identify reasons an author gives to support the point that animals need birds in the text A Place for Birds. (RI.1.1, RI.1.3, RI.1.4, RI.1.8, W.1.8, SL.1.2)
  • I can use different strategies to determine the meaning of new words. (RI.1.4, L1.4, L.1.4a, L.1.4b, L.1.4c)
  • During Work Time C and the Closing, use the Language Checklist (see Assessment Overview and Resources) to note student progress toward standards L.1.4, L.1.4a, L.1.4b, and L.1.4c.

Lesson 7Unit 3 Assessment: Identifying Reasons Humans Need Birds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Bird Adjectives (10 minutes)

2. Work Time

A. Unit 3 Assessment: Identifying Reasons People Need Birds (20 minutes)

B. Vote with Your Feet Protocol: Reasons We Need Birds (15 minutes)

3. Closing and Assessment

A. Shared Writing: We Need Birds Anchor Chart (10 minutes)

B. Reflecting on Learning: Working to Contribute to a Better World (5 minutes)

  • I can identify the reasons the author gives to support the point that birds help people. (RI.1.1, RI.1.4, RI.1.8, SL.1.2)
  • I can use different strategies to determine the meaning of new words. (RI.1.4, L.1.4, L.1.4a, L.1.4b, L.1.4c)
  • I can discuss my opinion, using a compelling reason to support it. (SL.1.1, SL.1.1a, SL.1.1.b)
  • During the Opening, use the Language Checklist to track student progress toward L.1.1f (see Assessment Overview and Resources).
  • During the Vote with Your Feet protocol in Work Time B, use the Speaking and Listening Checklist to track student progress toward SL.1.1, SL.1.1a, and SL.1.1b (see Assessment Overview and Resources).

Lesson 8Speaking and Listening: Introducing the Performance Task

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Bird Adjectives (10 minutes)

2. Work Time

A. Analyzing a Model: Feathered Friends Saver: Informational Writing (20 minutes)

B. Analyzing a Model: Feathered Friends Saver: Scientific Drawing (20 minutes)

3. Closing and Assessment

A. Engaging the Learner: Voting on Local Birds (10 minutes)

  • I can identify the writing criteria for our Feathered Friends Saver. (W.1.2, SL.1.2, SL.1.3)
  • I can identify the scientific drawing criteria for our Feathered Friends Saver. (SL.1.2, SL.1.3)
  • During the Bird Adjectives activity in the Opening, continue to use the Language Checklist to track student progress toward L.1.1f (see Assessment Overview and Resources).
  • During Work Times A and B, use the Speaking and Listening Checklist to track student progress toward SL.1.1 and SL.1.2 (see Assessment Overview and Resources).

Lesson 9Independent Writing: Planning a Feathered Friends Saver

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Bird Adjectives (10 minutes)

2. Work Time

A. Independent Writing: Planning My Feathered Friends Saver (20 minutes)

B. Making Observations: Feathered Friends Saver: Scientific Drawing, Draft 1 (20 minutes)

3. Closing and Assessment

A. Peer Feedback: Feathered Friends Saver: Scientific Drawing, Draft 1 (10 minutes)

  • I can choose an adjective and two facts for my Feathered Friends Saver that describe and teach about birds. (W.1.2, W.1.8, SL.1.1, SL.1.2, SL.1.3, L.1.1, L.1.1f, L.1.2)
  • I can draw a first draft scientific drawing of my chosen local bird. (W.1.8, SL.1.5)
  • During the Bird Adjectives activity in the Opening, use the Language Checklist to continue to track student progress toward L.1.1f (see Assessment Overview and Resources).
  • During Work Time A, use the Informational Writing Checklist to monitor student progress toward W.1.2 and W.1.8 (see Assessment Overview and Resources).

Lesson 10Independent Writing: Feathered Friends Saver, Day 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Bird Adjectives (10 minutes)

2. Work Time

A. Independent Writing: Feathered Friends Saver (20 minutes)

B. Making Observations: Feathered Friends Saver: Scientific Drawing, Final Draft (20 minutes)

3. Closing and Assessment

A. Peer Feedback: Feathered Friends Saver: Writing, Draft 1 (10 minutes)

  • I can write a first draft of my informative paragraph for my Feathered Friends Saver using my planning page. (W.1.2, W.1.8, SL.1.1, SL.1.2, SL.1.3, L.1.1, L.1.1f, L.1.2)
  • I can use feedback to draw a second draft scientific drawing of my chosen local bird. (W.1.5, W.1.8, SL.1.5)
  • During the Bird Adjectives activity in the Opening, continue to use the Language Checklist to track student progress toward L.1.1f (see Assessment Overview and Resources).
  • During Work Time A, use the Informational Writing Checklist to track student progress toward W.1.2, L.1.1, L.1.1f, and L.1.2 (see Assessment Overview and Resources).

Lesson 11Independent Writing: Feathered Friends Saver, Day 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Independent Writing: Using Feedback to Edit and Revise Feathered Friends Saver (20 minutes)

B. Making Observations: Feathered Friends Saver: Scientific Drawing, Coloring (20 minutes)

3. Closing and Assessment

A. Peer Feedback: Feathered Friends Saver: Scientific Drawing, Coloring (10 minutes)

  • I can use feedback from my classmates and teacher to revise and edit my informative paragraph. (W.1.2, W.1.5, SL1.1, L.1.1, L1.1f, L.1.2)
  • I can add color to the second draft of my scientific drawing of my chosen local bird. (W.1.8, SL.1.5)
  • As students revise and edit their informative paragraphs during Work Time A, use the Informational Writing Checklist to track student progress toward W.1.5, L.1.1, L1.1f, and L.1.2 (see Assessment Overview and Resources).

Lesson 12Publishing Writing: Feathered Friends Savers

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Preparing to Publish: Feathered Friends Savers (10 minutes)

B. Publishing Writing: Feathered Friends Savers (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can handwrite a final copy of my Feathered Friends Saver. (L 1.1a)
  • I can type the heading of my informative paragraph for the Feathered Friends Saver. (W 1.6)
  • Collect students’ handwritten final copy of the Performance Task writing template and use the Language Checklist to track progress toward L.1.1a (see Assessment Overview and Resources).
  • As students explore technology by typing their heading in Work Time B, use the Informational Writing Checklist to track student progress toward W.1.6 (see Assessment Overview and Resources).

Lesson 13Publishing Writing: Feathered Friends Savers

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Preparing to Publish: Feathered Friends Savers (10 minutes)

B. Publishing Writing: Feathered Friends Savers (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can handwrite a final copy of my Feathered Friends Saver. (L 1.1a)
  • I can type the heading of my informative paragraph for the Feathered Friends Saver. (W 1.6)
  • Collect students’ handwritten final copy of the Performance Task writing template and use the Language Checklist to track progress toward L.1.1a (see Assessment Overview and Resources).
  • As students explore technology by typing their heading in Work Time B, use the Informational Writing Checklist to track student progress toward W.1.6 (see Assessment Overview and Resources).

Lesson 14Speaking and Listening: Preparing for the End of Module Celebration

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Scientific Drawing: Feathered Friends Saver Final Draft (20 minutes)

B. Speaking and Listening: Presenting Our Performance Task Writing Template (10 minutes)

C. Speaking and Listening: Reflecting on Our Learning as Writers (15 minutes)

3. Closing and Assessment

A.      Reflecting on Learning (10 minutes)

  • I can share my Performance Task writing template using a loud and clear voice. (SL.1.4)
  • I can answer questions about my Feathered Friends Saver using complete sentences. (SL 1.6)
  • During Work Times B and C, use the Speaking and Listening Checklist to monitor student progress toward SL.1.4 and SL.1.6 (see Assessment Overview and Resources).

Lesson 15Speaking and Listening: Preparing for the End of Module Celebration

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Scientific Drawing: Feathered Friends Saver Final Draft (20 minutes)

B. Speaking and Listening: Presenting Our Performance Task Writing Template (10 minutes)

C. Speaking and Listening: Reflecting on Our Learning as Writers (15 minutes)

3. Closing and Assessment

A.      Reflecting on Learning (10 minutes)

  • I can share my Performance Task writing template using a loud and clear voice. (SL.1.4)
  • I can answer questions about my Feathered Friends Saver using complete sentences. (SL 1.6)
  • During Work Times B and C, use the Speaking and Listening Checklist to monitor student progress toward SL.1.4 and SL.1.6 (see Assessment Overview and Resources).

Lesson 16End of Module Celebration: Feathered Friends Savers

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Speaking and Listening: Sharing Our Feathered Friends Savers (25 minutes)

B. End of Module Reflection: Letter Back to the Ornithologist (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning: Working to Contribute to a Better World (10 minutes)

  • I can share my Feathered Friends Saver using a loud and clear voice. (SL.1.4)
  • I can answer questions about my Feathered Friends Saver using complete sentences. (SL 1.6)
  • I can write a letter to the ornithologist that describes what I have learned about caring for birds. (W.1.8)
  • During Work Times B and C, use the Speaking and Listening Checklist to monitor student progress toward SL.1.4 and SL.1.6 (see Assessment Overview and Resources).

Lesson 17End of Module Celebration: Feathered Friends Savers

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Speaking and Listening: Sharing Our Feathered Friends Savers (25 minutes)

B. End of Module Reflection: Letter Back to the Ornithologist (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning: Working to Contribute to a Better World (10 minutes)

  • I can share my Feathered Friends Saver using a loud and clear voice. (SL.1.4)
  • I can answer questions about my Feathered Friends Saver using complete sentences. (SL 1.6)
  • I can write a letter to the ornithologist that describes what I have learned about caring for birds. (W.1.8)
  • During Work Times B and C, use the Speaking and Listening Checklist to monitor student progress toward SL.1.4 and SL.1.6 (see Assessment Overview and Resources).

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