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

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ELA G2:M1:U1

Building Our Background Knowledge: Schools and Their Importance

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 1Drawing and Writing: What Do I Already Know about Schools?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing Learning Targets: “The Magic Bow” Story (10 minutes)

B. Discovering Our Topic: Mystery Questions (10 minutes)

2. Work Time

A. Introducing the Guiding Question (5 minutes)

B. Structured Discussion: Sharing What I Already Know about Schools (10 minutes)

C. Independent Writing: What Is School? Notebook (20 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)

  • I can listen with care when I participate in conversations with my classmates. (SL.2.1a)
  • I can draw and write what I already know about school. (W.2.2)

  • During the Think-Pair-Share protocol in Work Time B, listen as students converse about what they already know about school. Use this information to inform instruction about conversation norms in subsequent lessons. (SL.2.1)
  • Collect students’ What Is School? notebooks from Work Time C to gather initial evidence on what they already know about school, as well as evidence to help inform writing instruction in subsequent lessons. (W.2.2)

Lesson 2Focused Read-aloud, Session 1: What Does School Mean to You?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Is School?” Song (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: What Does School Mean to You? (15 minutes)

B. Independent Writing: What Is School? Notebook (10 minutes)

C. Making Observations: Evidence in Our Classroom (15 minutes)

3. Closing and Assessment

A. Sharing Our Work (10 minutes)

  • I can ask and answer questions about what school is and why it is important using key details from What Does School Mean to You? (RI.2.1, RI.2.6, W.2.8)
  • I can listen with care when I participate in conversations with my classmates. (SL.2.1a)
  • During Work Times A and C, use the Speaking and Listening Checklist to track students’ progress toward SL.2.1 (see Assessment Overview and Resources).

Lesson 3Focused Read-aloud, Session 2: What Does School Mean to You?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Establishing a Discussion Norm: Speak One at a Time (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 2: What Does School Mean to You? (15 minutes)

B. Independent Writing: What Is School? Notebook (10 minutes)

C. Making Observations: Evidence in Our Classroom (15 minutes)

3. Closing and Assessment

A. Shared Writing: Responding to Kindergarteners (10 minutes)

  • I can ask and answer questions about what school is and why it is important using key details from What Does School Mean to You? (RI.2.1, RI.2.6, W.2.8)
  • I can speak one at a time when participating in conversations with my classmates. (SL.2.1, SL.2.1a)
  • During Work Times A and C, use the Speaking and Listening Checklist to track students’ progress toward SL.2.1 (see Assessment Overview and Resources).

Lesson 4Focused Read-aloud, Session 1: The Dot

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Is School?” Song (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: The Dot (20 minutes)

B. Independent Writing: What Is School? Notebook (20 minutes)

3. Closing

A. Sharing Our Work (5 minutes)

B. Song and Movement: “What Is School?” Song (5 minutes)

  • I can speak one at a time when I participate in conversations with my classmates. (SL.2.1, SL.2.1a)
  • I can describe how Vashti was feeling at the beginning and at the end of the book The Dot. (RL.2.1, RL.2.7, W.2.8)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).

Lesson 5Focused Read-aloud, Session 2: The Dot

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Is School?” Song (10 minutes)

2. Work Time

A. Focused Read-aloud, Session 2: The Dot (20 minutes)

B. Independent Writing: What Is School? Notebook (20 minutes)

3. Closing

A. Shared Writing: Revisiting the Guiding Question (10 minutes)

  • I can identify the central message in The Dot. (RL.2.2, RL.2.7, W.2.8)
  • I can speak one at a time when I participate in conversations with my classmates. (SL.2.1a)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).

Lesson 6Close Read-aloud, Session 1: The Invisible Boy

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: The Invisible Boy (25 minutes)

B. Independent Writing and Drawing: The Frayer Model (15 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Work (10 minutes)

  • I can participate in a discussion to answer questions using details from The Invisible Boy to support my answers. (RL.2.1, RL.2.7, SL.2.1a)
  • I can define the words invisible and visible. (L.2.4)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time B, observe students drawing and writing. Take notes about their inventive spelling and phonetic awareness to build foundational skills in upcoming K-2 Skills Block lessons. Note: Informative writing is taught in Unit 2.
  • During the Closing, students engage in the Pinky Partners protocol. Monitor students as they listen and respond to a classmate’s idea. Prompt them to attend to the classroom discussion norms and provide question and sentence stems if necessary.

Lesson 7Close Read-aloud, Session 2: The Invisible Boy, Pages 1–8

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Read-aloud, Session 2: The Invisible Boy, Pages 1–8 (20 minutes)

B.Modeling Writing: Using Details from the Text (10 minutes)

C. Independent Writing: Using Details from the Text (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can respond to questions using details from the text to support my answers. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can stay on topic while participating in conversations with my classmates. (SL.2.1, SL.2.1a)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. (SL.2.1a)
  • During Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the K-2 Reading Foundations Skills Block.

Lesson 8Close Read-aloud, Session 3: The Invisible Boy, Pages 9–14

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Read-aloud, Session 3: The Invisible Boy, Pages 9–14 (20 minutes)

B. Modeling Writing: Using Details from the Text (10 minutes)

C. Independent Writing: Using Details from the Text (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can respond to questions using details from the text to support my answers. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can describe what happens in the text to make Brian feel invisible at the beginning of The Invisible Boy. (RL.2.1, RL.2.3, RL.2.7)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. (SL.2.1a)
  • During the Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the K-2 Reading Foundations Skills Block.

Lesson 9Close Read-aloud, Session 4: The Invisible Boy, Pages 15–20

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Read-aloud, Session 4: The Invisible Boy, Pages 15–20 (20 minutes)

B. Pinky Partners: Using Details from the Text (10 minutes)

C. Independent Writing: Using Details from the Text (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can respond to questions using details from the text to support my answers. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can describe how Brian responds to events by looking closely at the illustrations and words. (RL.21, RL.2.3, RL.2.7)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. (SL.2.1a)
  • During Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the K-2 Reading Foundations Skills Block.

Lesson 10Close Read-aloud, Session 5: The Invisible Boy, Pages 21–26

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Read-aloud, Session 5: The Invisible Boy, Pages 21–26 (20 minutes)

B. Pinky Partners: Using Details from the Text (10 minutes)

C. Independent Writing: Using Details from the Text (15 minutes)

3. Closing and Assessment

A. Turn and Talk: Sharing Our Work (5 minutes)

  • I can respond to questions using details from the text to support my answers. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can describe the changes in the illustrations to learn more about Brian. (RL.2.1, RL.2.3, RL.2.7)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed. (SL.2.1a)
  • During Work Time C, observe and support students as they independently write. Collect student writing to formatively assess and to re-teach foundational skills during the K-2 Reading Foundations Skills Block.

Lesson 11Unit 1 Assessment and Close Read-aloud, Session 6: The Invisible Boy, Pages 27–30

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Read-aloud, Session 6: The Invisible Boy, Pages 27–30 (20 minutes)

B. Unit 1 Assessment: Writing in Response to The Invisible Boy (15 minutes)

C. Developing Language: Picture Sort (10 minutes)

3. Closing and Assessment

A. Structured Discussion: What Did We Learn about School? (10 minutes)

  • I can respond to questions using details from the text to support my answers. (RL.2.1, RL.2.3, RL.2.7, W.2.8, SL.2.1a, L.2.4)
  • I can describe what happens in the text to make Brian feel more visible. (RL.2.1, RL.2.3, RL.2.7)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.3, RL.2.7) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time B, observe and support students as they complete the Unit 1 Assessment—also the culminating task for the close read-aloud. Collect student writing and assess using the criteria on the RL checklist in the Assessment Overview and Resources.

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