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

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ELA G2:M2:U2

Reading Informational Texts: Studying Fossils Closely

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: Working with Fossils

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mystery Journal Entry #2 (10 minutes)

2. Work Time

A. Reading Aloud: Fossils Tell of Long Ago, Pages 4–32 (15 minutes)

B. Developing Language: Using Fossil Bones to Build a Skeleton (15 minutes)

C. Back-to-Back and Face-to-Face: Reflecting on Building a Skeleton (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can use discussion norms to participate in classroom discussions about working with fossils. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • In Work Times B and C, monitor students’ use of the discussion norms. Refer students to the Classroom Discussion Norms anchor chart when giving support. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • Back-to-back and Face-to-Face

Lesson 2Close Read-aloud, Session 1: Fossils, Page 7

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “A Group of Dinosaurs,” Version 1 (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: Fossils, Page 7 (25 minutes)

B. Developing Language: What Is a Fossil? (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can use text features to learn more about fossils. (RI.2.1, RI.2.4, RI.2.5)
  • I can discuss evidence from observations of photographs with my group to sort fossils and non-fossils. (SL.2.1, SL.2.1a)

  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.4, RI.2.5) to track students’ progress toward these standards (see Assessment Overview and Resources).
  • In Work Time B, monitor students’ use of the discussion norms. Refer them to the Classroom Discussion Norms anchor chart when giving support. (SL.2.1, SL.2.1a)

Lesson 3Close Read-aloud, Session 2: Fossils, Pages 8–9

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “A Group of Dinosaurs,” Version 2 and 3 (10 minutes)

2. Work Time

A. Close Read Aloud, Session 2: Fossils, Pages 8–9 (30 minutes)

B. Developing Language: Making Impressions (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can use text features to learn more about fossils. (RI.2.1, RI.2.5)
  • I can define a word from a text using different strategies. (RI.2.4, L.2.4, L.2.4a, L.2.4c)
  • I can make inferences about impressions after discussing observations with my group. (SL.2.1, SL.2.1a)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.4, RI.2.5) and the Language Checklist (L.2.4, L.2.4a, L.2.4c) to track students’ progress toward these standards (see Assessment Overview and Resources).
  • In Work Time B, monitor students’ use of the discussion norms. Refer them to the Classroom Discussion Norms anchor chart when giving support. (SL.2.1, SL.2.1a)

Lesson 4Reading and Writing: Close Read-aloud, Session 3 and Steps of Fossilization

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “A Group of Dinosaurs,” Version 1 (10 minutes)

2. Work Time

A. Close Read-aloud, Session 3: Fossils, Pages 17–18 (25 minutes)

B. Independent Writing: Steps 1 and 2 of Fossilization (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can use evidence from the text Fossils to answer questions about fossilization. (RI.2.1, RI.2.2, RI.2.4, RI.2.5, RI.2.6, L.2.4c)
  • I can describe the steps of fossilization using pictures and words. (W.2.8)
  • During the Opening, use the Language Checklist (L.2.1, L.2.1a) to track students’ progress toward these standards (see Assessment Overview and Resources).
  • Collect Collective Nouns Practice #2, completed during the Opening, and use it to track students’ progress toward L.2.1a.
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.4, RI.2.5, RI.2.6) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time B, circulate as students write and illustrate to describe Steps 1 and 2 of the fossilization process. Notice whether students use the Fossilization anchor chart as a reference for their own writing. As needed, prompt them to use complete sentences and include details in their illustrations. (W.2.8)
  • During the Closing, listen as students share their reflections about responsibility to notice whether they are able to recognize tangible, specific ways to demonstrate responsibility in their work.

Lesson 5Reading and Writing: Close Read-aloud, Session 4 and Steps 3 and 4 of Fossilization

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “A Group of Dinosaurs” (10 minutes)

2. Work Time

A. Close Read-aloud, Session 4: Fossils, Page 19 (20 minutes)

B. Independent Writing: Steps of Fossilization (20 minutes)

3. Closing and Assessment

A. Exit Ticket: Selected Response #4 (5 minutes)

B. Building Vocabulary: Fossils Word Wall (5 minutes)

I can use evidence from the text Fossils to answer questions about fossilization. (RI.2.1, RI.2.2, RI.2.4, RI.2.5, L.2.4c)

I can describe the steps of fossilization using pictures and words. (W.2.8)

  • During the Opening, use the Language Checklist (L.2.1, L.2.1a) to track students’ progress toward these standards (see Assessment Overview and Resources).
  • During the close Read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.4, RI.2.5) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time B, circulate as students write and illustrate to describe Steps 3 and 4 of the fossilization process. Notice whether students use the Fossilization anchor chart as a reference for their own writing and are able to use complete sentences and matching illustrations to show the steps. (W.2.8)
  • During Closing A, collect students’ exit tickets to track their progress toward RI.2.1 and RI.2.5.

Lesson 6Reading and Writing: Close Read-aloud, Session 5 and Step 5 of Fossilization

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Back-to-Back and Face-to-Face: “How Can I Show Responsibility Today?” (5 minutes)

2. Work Time

A. Close Read-aloud, Session 5: Fossils, Page 20 (25 minutes)

B. Independent Writing: Steps of Fossilization (20 minutes)

3. Closing and Assessment

A. Sharing Our Work: Steps of Fossilization (5 minutes)

B. Reflecting on Learning (5 minutes)

  • I can use evidence from the text Fossils to answer questions about fossilization. (RI.2.1, RI.2.2, RI.2.4, RI.2.5)
  • I can describe the steps of fossilization using pictures and words. (W.2.8)
  • During the Opening, listen as students talk with a partner about how they plan to show responsibility during the lesson. Notice whether students are able to name and describe tangible, specific ways they might demonstrate responsibility.
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.4, RI.2.5) to track students’ progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time B, circulate as students write and illustrate to describe Step 5 of the fossilization process. Notice whether they are able to independently use the Fossilization anchor chart as a reference for writing and illustrating Step 5. (W.2.8)
  • During Closing A, circulate as students share the work in their paleontologist’s notebook. Observe their ability to share their writing, as well as listen while a partner shares.

Lesson 7Writing and Speaking: Close Read-aloud Culminating Task and Science Talk

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Fossilization Picture Cards (5 minutes)

2. Work Time

A. Close Read-aloud: Culminating Task (25 minutes)

B. Science Talk: “What Can We Learn from Studying Fossils?” (25 minutes)

3. Closing and Assessment

A. Exit Ticket: Selected Response #5 (5 minutes)

  • I can order and describe the steps of fossilization. (W.2.8)
  • I can use discussion norms to participate in a Science Talk about fossils. (SL.2.1a, SL.2.1b, SL.2.1c)
  • At the end of Work Time A, collect students’ Fossils Culminating Task Sheet #1 and use it to track their progress toward W.2.8.
  • During Work Time B, circulate and observe as students engage in their first Science Talk. Monitor their ability to follow the Science Talk protocol, providing reminders about appropriate participation as needed.
  • During the Closing, collect copies of Exit Ticket: Selected Response #5 and use it to track students’ progress toward RI.2.1 and RI.2.5.
  • Science Talks

Lesson 8Launching Close Reading: “Other Types of Fossils”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Launching Close Reading: “Other Types of Fossils” (20 minutes)

B. Sorting Protocol: Sorting Fossils (15 minutes)

C. Analyzing a Model: Museum Display Label (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can use evidence from the text “Other Types of Fossils” to answer questions about different types of fossils. (RI.2.1, RI.2.2)
  • I can categorize different types of fossils by discussing my ideas with a partner. (SL.2.1, SL.2.1a, SL.2.1b)

  • At the end of Work Time A, collect students’ “Other Types of Fossils”: Selected Response Questions and use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6) to track students’ progress toward reading standards RI.2.1 and RI.2.4 (see Assessment Overview and Resources).
  • In Work Time B, monitor students’ use of the discussion norms. Refer them to the Classroom Discussion Norms anchor chart when giving support. (SL.2.1, SL.2.1a, SL.2.1b)
  • Sorting

Lesson 9Close Reading: “Other Types of Fossils”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Reading: “Other Types of Fossils” (20 minutes)

B. Independent Writing: Writing Our Museum Display Label (25 minutes)

3. Closing and Assessment

A. Engaging the Writer: Preparing Our Museum Display (5 minutes)

  • I can use evidence from the text “Other Types of Fossils” to answer questions about different types of fossils. (RI.2.1, RI.2.4, RI.2.5, RI.2.6, L.2.4a)
  • I can write a museum display label about a fossil using information I have learned from the text. (W.2.8)
  • At the end of Work Time A, collect students’ Other Types of Fossils: Selected Responses Questions and use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6) to track students’ progress toward reading standards RI.2.1, RI.2.4, RI.2.5, and RI.2.6 (see Assessment Overview and Resources).
  • At the end of Work Time A, collect students’ Other Types of Fossils: Selected Responses Questions and use the Language Checklist (L.2.1a, L.2.1d, L.2.4a, L.2.4c) to track students’ progress toward L.2.4a.
  • At the end of Work Time B, collect students’ museum display labels to monitor student progress towards W.2.8.

Lesson 10Close Reading: “Fossils and the Earth Long Ago” Part 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Reading: “Fossils and the Earth Long Ago” (30 minutes)

B. Constructing an Explanation: Using Clues to Make Inferences about Animals from Long Ago (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can use evidence from the text “Fossils and the Earth Long Ago” to answer questions about how fossils tell us about the earth long ago. (RI.2.1, RI.2.4, RI.2.5, L.2.4a, L.2.4c)
  • I can make inferences about animals from long ago by closely examining pictures of fossils. (W.2.8, SL.2.1, SL.2.1a)
  • At the end of Work Time A, collect students’ “Fossils and The Earth Long Ago”: Selected Responses Questions and use the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.5, RI.2.6) to track students’ progress toward reading standards RI.2.1, RI.2.4, and RI.2.5 (see Assessment Overview and Resources).
  • At the end of Work Time A, collect students’ “Other Types of Fossils”: Selected Responses Questions and use the Language Checklist (L.2.4a, L.2.4c) to track students’ progress toward L.2.4a and L.2.4c.
  • During Work Time B, monitor students’ use of the discussion norms. Refer students to the Classroom Discussion Norms anchor chart when giving support (SL.2.1, SL.2.1a, SL.2.1b)

Lesson 11Close Reading, “Fossils and the Earth Long Ago” Part 2

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 Reading: “Fossils and the Earth Long Ago” (25 minutes)

B. Constructing an Explanation: Using Clues to Make Inferences about the Earth Long Ago (20 minutes)

3.  Closing and Assessment

A. Sharing Our Work: What Was the Earth Like Long Ago? (10 minutes)

  • I can use evidence from the text “Fossils and the Earth Long Ago” to answer questions about how fossils tell us about the earth long ago. (RI.2.1, RI.2.2, RI.2.6, W.2.8)
  • I can make inferences about how the earth has changed by closely examining fossil pictures. (W.2.8, SL.2.1, SL.2.1a, SL.2.1b)
  • At the end of Work Time A, collect students’ “Fossils and the Earth Long Ago”: Selected Responses Questions and use the Reading Informational  Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6) to track students’ progress toward reading standards RI.2.1, RI.2.2, and RI.2.6 (see Assessment Overview and Resources).
  • At the end of Work Time B, collect students’ “Fossils and the Earth Long Ago”: Selected Response Questions to monitor students’ progress toward W.2.8.

Lesson 12Unit 2 Assessment: Responding to Questions about an Informational Text

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Reflecting on Learning (10 minutes)

2. Work Time

A. Unit 2 Assessment: Responding to Questions about an Informational Text (30 minutes)

B. Back-to-Back and Face-to-Face: What Can We Learn by Studying Fossils? (10 minutes)

3. Closing and Assessment

A. End of Unit Reflection (10 minutes)

  • I can participate in a discussion to reflect on my learning from the unit. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • I can use evidence to answer questions about the text Digging Up the Past. (RI.2.1, RI.2.2, RI.2.4, RI.2.5, RI.2.6)
  • After Work Time A, collect the Unit 2 Assessment and use the Unit 2 Assessment answer key to mark the responses (see Assessment Overview and Resources).
  • During Work Time B, monitor students’ use of discussion norms from the Classroom Discussion Norms anchor chart. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)

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