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

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ELA G2:M1:U2

Reading and Writing Informational Texts: Challenges in Going to School

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: Schools around the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Working to Become Ethical People (10 minutes)

2. Work Time

A. Establishing a New Discussion Norm: Responding to Classmates’ Ideas (15 minutes)

B. Structured Discussion: Mystery Pictures (15 minutes)

C. Independent Writing: Noticing and Wondering about Pictures (15 minutes)

3. Closing and Assessment

A. Introducing the Unit Guiding Questions (5 minutes)

  • I can listen and respond or ask questions about my classmates’ ideas. (SL.2.1a, SL.2.1b, SL.2.1c, SL.2.3)
  • I can write about my observations after closely viewing pictures. (W.2.8)
  • During Work Time B, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • Collect student work in Work Time C to assess which students may need additional support with writing throughout the unit (phonics, sight words, inventive spelling).

Lesson 2Close Read-aloud, Session 1: Off to Class, Pages 12–13

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Close Reading (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: Off to Class, Pages 12–13 (20 minutes)

B. Introducing Writing Partners (10 minutes)

C. Independent Writing: Working with a Writing Partner (15 minutes)

3. Closing and Assessment

A. Developing Language: Perseverance (5 minutes)

  • I can answer questions using key details about the problem in “Protecting the Amazon” from Off to Class. (RI.2.1, RI.2.2, L.2.4)
  • I can plan and share my writing with a writing partner. (SL.2.1a, SL.2.1b, SL.2.1c, W.2.8)
  • During Work Times A and B, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • During Work Time C, circulate and observe students’ writing to monitor progress toward RI.2.1 and RI.2.2 and to notice whether students answer the questions correctly and use details from the text in their notes.

Lesson 3Close Read-aloud, Session 2: Off to Class, Pages 12–13

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Close Reading (5 minutes)

2. Work Time

A. Close Read-aloud: Session 2, Off to Class, pages 12–13 (20 minutes)

B. Independent Writing: Working with a Writing Partner (15 minutes)

C. Analyzing a Model: Problem and Solution Informative Writing (15 minutes)

3. Closing and Assessment

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

  • I can answer questions using key details about the solution in “Protecting the Amazon” from Off to Class. (RI.2.1, RI.2.2, L.2.4)
  • I can plan and share my writing with a writing partner. (SL.2.1a, SL.2.1b, SL.2.1c, W.2.8)
  • During Work Times A and B, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • During Work Time C, circulate and observe students’ writing to monitor progress toward RI.2.1 and RI.2.2 and to notice whether students answer the questions correctly and use details from the text in their notes.

Lesson 4Close Read-aloud, Session 3: “Out of the Rubble” from Off to Class, Pages 18–19

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Read-aloud, Session 3: Off to Class, Pages 18–19 (20 minutes)

B. Independent Writing: Focus Statement and Information about the Problem (20 minutes)

C. Revising and Editing: Focus Statement and Information about the Problem (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can answer questions using key details about the problem in “Out of the Rubble” from Off to Class. (RI.2.1, RI.2.2, W.2.8, L.2.4, SL.2.1a)
  • I can write about the problem in the section “Out of the Rubble” using details from the text. (W.2.2, L.2.2)
  • During Work Time A, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • Collect students’ Off to Class notebooks and collect data on their progress toward RI.2.1 (ability to take notes) and W.2.2 (informative writing).

Lesson 5Close Read-aloud, Session 4: “Out of the Rubble” from Off to Class, Pages 18–19

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Read-aloud, Session 4: Off to Class, Pages 18–19 (20 minutes)

B. Independent Writing: Information about the Solution and the Conclusion (20 minutes)

C. Revising and Editing: Information about the Solution and the Conclusion (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can answer questions using key details about the solution in “Out of the Rubble” from Off to Class. (RI.2.1, RI.2.2, W.2.8, SL.2.1a, L.2.4)
  • I can write about the solution in the section “Out of the Rubble” using details from the text. (W.2.2, L.2.2)
  • During Work Time A, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • Collect students’ Off to Class notebooks and collect data on their progress toward RI.2.1 (ability to take notes) and W.2.2 (informative writing).

Lesson 6Unit 2 Assessment, Part I: Close Read-aloud, Session 5: “Water, Water, Everywhere” from Off to Class, Pages 8–9

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Unit 2 Assessment, Part I: Close Read-aloud, Session 5: Off to Class, Pages 8–9 (20 minutes)

B. Unit 2 Assessment, Part I, Continued: Independent Writing: Focus Statement and Information about the Problem (20 minutes)

C. Revising and Editing: Focus Statement and Information about the Problem (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can answer questions using key details about the problem in “Water, Water, Everywhere” from Off to Class. (RI.2.1, RI.2.2, W.2.8, SL.2.1a, L.2.4)
  • I can write about the problem in the section “Water, Water, Everywhere” using details from the text. (W.2.2, L.2.2)
  • During Work Time, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • Unit 2 Assessment, Part I: Reading and Writing about Schools around the World (RI.2.1, W.2.2)

Lesson 7Unit 2 Assessment, Part II: Close Read-aloud, Session 6: “Water, Water, Everywhere” from Off to Class, Pages 8–9

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Learning Targets (5 minutes)

2. Work Time

A. Unit 2 Assessment, Part II: Close Read-aloud, Session 6: Off to Class, Pages 8–9 (15 minutes)

B. Unit 2 Assessment, Part II, Continued: Independent Writing: Information about the Solution and the Conclusion (20 minutes)

C. Revising and Editing: Information about the Solution and the Conclusion (10 minutes)

3. Closing and Assessment

A. Engaging the Writer: Sharing My Informative Paragraph (10 minutes)

  • I can answer questions using key details about the solution in “Water, Water, Everywhere” from Off to Class. (RI.2.1, RI.2.2, W.2.8, L.2.4, SL.2.1a)
  • I can write about the solution in the section “Water, Water, Everywhere” using details from the text. (W.2.2, L.2.2)
  • During Work Time A, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).
  • Unit 2 Assessment, Part II: Reading and Writing about Schools around the World (RI.2.1, W.2.2)

Lesson 8Readers Theater: Practicing with Criteria

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Analyzing a Model: Readers Theater Video (10 minutes)

2. Work Time

A. Engaging the Actor: Generating Criteria for Readers Theater (10 minutes)

B. Shared Reading: Readers Theater Scripts (15 minutes)

C. Readers Theater: Rehearsing in Groups (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can use criteria to practice a Readers Theater play with my group. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • I can read a Readers Theater script with fluency and expression. (RF.2.4)
  • During Work Time C, circulate to observe students’ use of the performance criteria. (RF.2.4)

Lesson 9Readers Theater: Performing Our Scripts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Actor: Collaboration Scenarios (10 minutes)

2. Work Time

A. Readers Theater: Reviewing Criteria (15 minutes)

B. Readers Theater: Performances (20 minutes)

3. Closing and Assessment

A. End of Unit Reflection: Assessing Our Learning (15 minutes)

  • I can apply our criteria as I perform a Readers Theater script with my group. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • I can read a Readers Theater script with fluency and expression. (RF.2.4)
  • I can reflect on my learning from this unit.
  • During Work Time C, circulate to observe students’ use of the performance criteria. (RF.2.4)

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