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

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ELA GK:M1:U1

Engaging in Close Read-Aloud: Learning to Play with Others

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: Playing Together

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reading Aloud: Letter from the Principal (10 minutes)

2. Work Time

A. Introducing Learning Targets: “The Magic Bow” (5 minutes)

B. Structured Discussion: What Can We Do to Make Playing Together Fun? (15 minutes)

C. Independent Writing: What Can We Do to Make Playing Together Fun? (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can participate in conversations with my classmates. (SL.K.1)
  • I can draw a picture to show how to make playing together fun. (W.K.2)
  • During Work Time B and Closing, circulate and observe students’ interactions as they engage in conversations with one another. Consider using the Speaking and Listening Checklist to assess students’ progress toward SL.K.1.
  • Collect students’ Making Playing Together Fun response sheets from Work Time C to gather initial evidence on what they already know about playing, as well as evidence on W.K.2 to help inform instruction in subsequent lessons.
  • Think-Pair-Share

Lesson 2Reading, Speaking, and Listening: Close Read-aloud Session 1 and Play and Exploration with Play Dough

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Establishing Norms for Conversation (5 minutes)

2. Work Time

A. Close Read-aloud Session 1: Llama Llama Time to Share (15 minutes)

B. Developing Language: Play and Exploration with Play Dough (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can participate in conversations with my classmates. (SL.K.1)
  • I can identify characters in a story that is read to me. (RL.K.1, RL.K.3)
  • During Work Time B, circulate and observe students’ interactions as they play together. Consider using the Speaking and Listening Checklist to assess students’ progress toward SL.K.1 (see Assessment Overview and Resources).
  • During the Think-Pair-Share protocol in the Closing, listen as students converse about their playtime. Use this information to inform instruction about discussion norms in subsequent lessons.
  • Think-Pair-Share

Lesson 3Reading, Speaking, and Listening: Close Read-aloud Session 2 and Play and Exploration with Pattern Blocks

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reinforcing Norms for Conversation (5 minutes)

2. Work Time

A. Close Read-aloud Session 2: Llama Llama Time to Share (20 minutes)

B. Developing Language: Play and Exploration with Pattern Blocks (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

B. Shared Writing: Ways We Take Care Brainstorm Chart (5 minutes)

  • I can participate in conversations with my classmates about our play and our materials. (SL.K.1)
  • I can use illustrations in the text to describe how Llama Llama feels. (RL.K.1, RL.K.7)
  • During Work Time B, circulate and observe students’ interactions as they play together. Consider using the Speaking and Listening Checklist to assess students’ progress toward SL.K.1 (see Assessment Overview and Resources).
  • During the Think-Pair-Share protocol in the Closing, observe students conversing about their playtime. Use this information to inform instruction about conversation norms in subsequent lessons.
  • Think-Pair-Share

Lesson 4Reading, Speaking, and Listening: Close Read-aloud Session 3 and Play and Exploration with Dramatic Toys

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Toys and Play Word Wall (5 minutes)

2. Work Time

A. Close Read-aloud Session 3: Llama Llama Time to Share (20 minutes)

B. Developing Language: Play and Exploration with Dramatic Toys (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

B. Shared Writing: Ways We Take Care Brainstorm Chart (5 minutes)

  • I can participate in conversations with my classmates about our play and our materials. (SL.K.1)
  • I can use illustrations in the text to describe how Llama Llama feels. (RL.K.1, RL.K.7)
  • During Work Time B, circulate and observe students’ interactions as they play together. Consider using the Speaking and Listening Checklist to assess students’ progress towards SL.K.1 (see Assessment Overview and Resources).
  • During the Think-Pair-Share protocol in the Closing, listen as students converse about their playtime. Use this information to inform instruction about conversation norms in subsequent lessons.
  • Think-Pair-Share

Lesson 5Unit 1 Assessment: Close Read-aloud Culminating Task and Reflecting on Playing with Others

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Setting a Purpose: “Talk and Listen” Song (5 minutes)

2. Work Time

A. Close Read-aloud Session 4: Llama Llama Time to Share (15 minutes)

B. Play with Classroom Toys or Unit 1 Assessment (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can participate in conversations with my classmates. (SL.K.1)
  • I can use details from the text to explain how and why Llama Llama changes his mind about sharing. (RL.K.1, RL.K.7)
  • Throughout the course of the unit, students have been practicing asking and answering questions (RL.K.1), finding and using key details in a text to explain and support thinking (RL.K.1 and RL.K.7), and participating in discussions and conversations (SL.K.1).
  • In this lesson, students finish listening to Llama Llama Time to Share and complete a culminating task to answer the focusing question: “What does Llama Llama learn about sharing with others?” This lesson provides an opportunity to assess students’ progress toward RL.K.1, RL.K.7, and SL.K.1. As students complete the culminating task in small groups, gather evidence to serve as progress toward standards RL.K.1 and RL.K.7. Use this information to inform instruction in subsequent lessons.
  • During the paired discussion portion of the assessment, observe and note evidence of students’ progress toward standard SL.K.1 on the Speaking and Listening Checklist. Use this information to inform instruction in subsequent lessons.
  • Think-Pair-Share

Lesson 6Shared Writing: A Letter Back to the Principal

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing the “Play Today” Poem (5 minutes)

B. Shared Reading: Letter from the Principal (5 minutes)

2. Work Time

A. Structured Discussion and Role Play: Commitments for Playing Together (15 minutes)

B. Shared Writing: Letter to the Principal (20 minutes)

3. Closing and Assessment

A. Writing and Drawing: Reflecting on Personal Playing Commitments (15 minutes)

  • I can participate in conversations with my classmates about our play and our materials. (SL.K.1)
  • Use the Speaking and Listening Checklist in the Assessment Overview and Resources to track students’ progress toward SL.K.1.
  • During Work Time A, circulate and listen for students to provide details about sharing materials and playing together.
  • Think-Pair-Share

Lesson 7Independent Writing and Drawing: My Playing Commitment

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Building Vocabulary: “Play Today” Poem (5 minutes)

2. Work Time

A. Shared Reading: Playing Commitments and Letter to the Principal (10 minutes)

B. Small Group Practice: Playing Commitments Role Play (10 minutes)

C. Independent Writing and Drawing: My Playing Commitment (20 minutes)

3. Closing and Assessment

A. Sharing and Celebrating: Pair Share (10 minutes)

  • I can write with pictures and words to describe my playing commitment. (W.K.2)
  • I can participate in conversations with my classmates about our play and our materials. (SL.K.1)
  • Use the Formative Assessment sheet in the Assessment Overview and Resources for this unit to track students’ progress toward W.K.2 and SL.K.1. Focus on students who have yet to demonstrate progress toward these standards.
  • During Work Time B, circulate and observe students individually writing and drawing about their personal playing commitment.
  • Collect students’ work from Work Time B and assess their writing and drawing samples for progress toward W.K.2. Use this information to inform instruction on writing in upcoming units.

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