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

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ELA GK:M2:U1

Learning to Read and Write Informational Texts: Becoming Meteorologists

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: Who Are Meteorologists?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reading Aloud: “Curious Sofia” (15 minutes)

2. Work Time

A. Picture Tea Party: Mystery Weather Photos (15 minutes)

B. Engaging the Scientist: Noticing and Wondering about Meteorologists (15 minutes)

3. Closing and Assessment

A. Interactive Writing: Introducing the Class Weather Journal (15 minutes)

  • I can participate in a discussion with my classmates about weather and meteorologists. (SL.K.1 and SL.K.4)
  • Use the Speaking and Listening Checklist during this lesson to document student progress toward SL.K.1 and SL.K.4 (see Assessment Resources and Overview).
  • Picture Tea Party

Lesson 2Reading, Speaking, and Listening: Close Read-aloud, Session 1 and Observing Weather

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Makes Weather?” Song (5 minutes)

2. Work Time

A. Close Read-aloud, Session 1: Weather Words and What They Mean, Pages 1–15 (10 minutes)

B. Engaging the Scientist: Being a Meteorologist (30 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (10 minutes)

B. Structured Discussion: What Is Responsibility? (5 minutes)

  • I can ask and answer questions about weather using Weather Words and What They Mean. (RI.K.1, RI.K.2, RI.K.4)
  • I can use words and pictures to describe what I observe about the weather. (SL.K.5)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K.4, RI.K.5, and RI.K.6 (see Assessment Overview and Resources).
  • During Work Time B, circulate and observe as students briefly discuss with a partner and then draw and label what they observed about weather. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.5 (see Assessment Overview and Resources).
  • Interactive Writing

Lesson 3Reading, Speaking, and Listening: Close Read-aloud, Session 2 and Interactive Experience with Temperature

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Makes Weather?” Song (5 minutes)

2. Work Time

A. Close Read-aloud, Session 2: Weather Words and What They Mean, Pages 16–30, 1–5 (10 minutes)

B. Engaging the Scientist: Interactive Experience with Temperature, Part I (30 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (10 minutes)

B. Structured Discussion: Reflecting on Responsibility (5 minutes)

  •  I can ask and answer questions about weather using Weather Words and What They Mean. (RI.K.1, RI.K.2, RI.K.4)
  •  I can use words and pictures to describe what I observe about temperature. (SL.K.5)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Overview and Resources).
  • During Work Time B, circulate and observe as students briefly discuss with a partner and then draw and label what they observed about temperature. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.5 (see Assessment Overview and Resources).

Lesson 4Reading, Speaking, and Listening: Close Read-aloud, Session 3 and Discussion about Temperature

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Makes Weather?” Song (5 minutes)

2. Work Time

A. Close Read-aloud, Session 3: Weather Words and What They Mean, Pages 6–7 (20 minutes)

B. Engaging the Scientist: Interactive Experience with Temperature, Part II (10 minutes)

C. Structured Discussion: Sharing Observations about Temperature (10 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (10 min)

B. Reflecting on Learning (5 minutes)

  • I can ask and answer questions about temperature using Weather Words and What They Mean. (RI.K.1, RI.K.2, RI.K.4)
  • I can use words and pictures to describe what I observe about temperature. (SL.K.5)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Overview and Resources).
  • During Work Time C, observe students using their drawings to support discussion about temperature and use the Speaking and Listening checklist to track their progress toward SL.K.5 (see Assessment Overview and Resources).

Lesson 5Reading, Speaking, and Listening: Close Read-aloud, Session 4 and Interactive Experience with Moisture

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What’s the Weather like Today?” Song (5 minutes)

2. Work Time

A. Close Read-aloud, Session 4: Weather Words and What They Mean, Pages 10, 16–19 (20 minutes)

B. Engaging the Scientist: Interactive Experience with Moisture, Part I (20 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (10 minutes)

B. Structured Discussion: Reflecting on Responsibility (5 minutes)

  • I can ask and answer questions about moisture using Weather Words and What They Mean. (RI.K.1, RI.K.2, RI.K.4)
  • I can use words and pictures to describe what I observe about how clouds and rain form. (SL.K.1, and SL.K.5)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Overview and Resources).
  • During Work Time B, circulate and observe as students briefly discuss with a partner and then draw and label what they observed about clouds and rain. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.5 (see Assessment Overview and Resources).

Lesson 6Reading, Speaking, and Listening: Close Read-aloud, Session 5 and Discussion about Moisture

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: "What's the Weather like Today?" Song (5 minutes)

2. Work Time

A. Close Read-aloud, Session 5: Weather Words and What They Mean, Pages 23-25 (20 minutes)

B. Engaging the Scientist: Interactive Experience with Moisture, Part II (10 minutes)

C. Structured Discussion: Sharing Observations about Moisture (10 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (10 minutes)

B. Reflecting on Learning (5 minutes)

  • I can ask and answer questions about moisture using Weather Words and What They Mean. (RI.K.1, RI.K.2, RI.K.4)
  • I can use words and pictures to describe what I observe about how clouds and rain form. (SL.K.1, and SL.K.5)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students' progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Overview and Resources).
  • Use the Speaking and Listening Checklist to track progress towards SL.K.1 and SL.K.5 in Work Time B and C (see Assessment Overview and Resources).

Lesson 7Reading, Speaking, and Listening: Close Read-aloud, Session 6 and Culminating Task

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What’s the Weather like Today?” Song (5 minutes)

2. Work Time

A. Close Read-aloud, Session 6: Weather Words and What They Mean, Pages 26–27 (15 minutes)

B. Language Dive: Weather Words and What They Mean (10 minutes)

C. Close Read-aloud Culminating Task: Naming and Describing Weather Components (20 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Reflecting on Responsibility (10 minutes)

  • I can ask and answer questions about wind using Weather Words and What They Mean. (RI.K.1, RI.K.2, RI.K.4)
  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Overview and Resources).
  • Collect student response sheets for the culminating task during Work Time C to serve as evidence of progress toward standards RI.K.1, RI.K.2, and RI.K.4 and to inform instruction for subsequent lessons.

Lesson 8Reading, Speaking, and Listening: Focused Read-aloud of Weather and Launching Science Talks

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What’s the Weather like Today?” Song (5 minutes)

2. Work Time

A. Focused Read-aloud, Session 1: Weather, Pages 8–11 (20 minutes)

B. Launching Science Talks: The Sun (25 minutes)

3. Closing and Assessment

A. Shared Writing: Sun Fact Page (5 minutes)

B. Interactive Writing: Class Weather Journal (5 minutes)

  • I can ask and answer questions about the sun using the text Weather (RI.K.1, RI.K.2)
  • I can talk about weather with my classmates. (SL.K.1, L.K.6)
  • During Work Time A, circulate and monitor students’ participation in the Picture Tea Party protocol. Support students in making observations or asking questions about their mystery photo. (SL.K.1)
  • During Work Time A, listen for students to ask and answer questions about the sun using the text Weather (National Geographic Readers). (RI.K.1, RI.K.2)
  • During Work Time B, circulate and listen for students to participate in the Science Talk protocol positively by following the guidelines on the Science Talk anchor chart. Use the Speaking and Listening Checklist to monitor students’ progress toward SL.K.1, specifically SL.K.1a.
  • During the Closing, listen for students to share a fact about the sun when they turn and talk. (SL.K.1, L.K.6)
  • Picture Tea Party
  • Interactive Writing

Lesson 9Reading, Speaking, and Writing: Clouds

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Focused Read-aloud, Session 2: Weather Pages 12–15 (10 minutes)

B. Science Talk: How Do Clouds Make the Weather? (15 minutes)

C. Independent Writing: Cloud Fact Page (15 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (5 minutes)

B. Back-to-Back and Face-to-Face: Reflecting on Responsibility (5 minutes)

  • I can ask and answer questions about clouds using the text Weather. (RI.K.1, RI.K.2, L.K.5)
  • I can talk about clouds with my classmates. (SL.K.1, L.K.5, L.K.6)
  • I can use pictures and words to teach my reader a fact about clouds. (W.K.2, L.K.6)
  • During the Opening, monitor students’ general understanding of how to make connections between words. As needed, re-teach and re-model this concept. (L.K.5, L.K.6)
  • During Work Time A, listen for students to ask and answer questions about clouds using the text Weather (National Geographic Readers). (RI.K.1, RI.K.2)
  • During Work Time B, circulate and listen for students to answer the question about clouds using information from the text read or the Cloud Facts chart in Work Time A (L.K.6). Circulate and observe students’ abilities to participate appropriately in the Science Talk. Use the Speaking and Listening Checklist to monitor students’ progress toward SL.K.1a and SL.K.1b (see Assessment Resources and Overview).
  • During Work Time C, circulate and observe students as they draw and write a cloud fact. Notice whether they are able to apply the information read aloud during Work Time A to communicate a cloud fact clearly using pictures and words. (W.K.2, L.K.6)
  • During the Closing, listen for students to share an idea about how they showed responsibility during the Back-to-Back and Face-to-Face protocol. (SL.K.1, SL.K.1a)
  • Picture Tea Party

Lesson 10Reading, Speaking, and Writing: Rainbows

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Focused Read-aloud, Session 3: Weather, Pages 22–23 (10 minutes)

B. Science Talk: What Makes a Rainbow? (15 minutes)

C. Independent Writing: Rainbow Fact Page (15 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (5 minutes)

B. Pair Share: Rainbow Fact Pages (5 minutes)

  • I can ask and answer questions about rainbows using the text Weather. (RI.K.1, RI.K.2, L.K.5)
  • I can talk about rainbows with my classmates. (SL.K.1, SL.K.1a, L.K.5)
  • I can use pictures and words to teach my reader a fact about rainbows. (W.K.2, L.K.6)

  • During the Opening, monitor students’ understanding of making connections among multiple weather words as they connect the Interactive Word Wall words together. (L.K.5)
  • During Work Time A, listen for students to ask and answer questions about rainbows using the text Weather. (RI.K.1, RI.K.2)
  • During Work Time B, circulate and listen for students to answer the question about rainbows using information from the text read aloud in Work Time A or the Rainbow Facts chart. (L.K.6) As students become more independent in following the Science Talk guidelines, encourage them to focus on answering the question in greater detail. Continue to use the Speaking and Listening Checklist to monitor students’ progress toward SL.K.1, specifically SL.K.1a.
  • During Work Time C, circulate and observe students as they draw and write a rainbow fact. Notice whether their ability to remember and communicate a fact shows improvement from Lesson 9. Encourage students to use the resources posted in the room, such as the Rainbow Facts chart and Weather Word Wall, as a guide. (W.K.2, L.K.6)
  • During the Closing, listen for students to share their Rainbow Fact page with a partner. (SL.K.6)

Lesson 11Reading, Speaking, and Writing: Planning for the Weather

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Focused Read-aloud, Session 4: Weather, Pages 28–29 (10 minutes)

B. Science Talk: How Do We Plan for the Weather? (15 minutes)

C. Independent Writing: Planning for the Weather Fact Page (15 minutes)

3. Closing and Assessment

A. Interactive Writing: Class Weather Journal (5 minutes)

B. Back-to-Back and Face-to-Face: Reflecting on Responsibility (5 minutes)

  • I can ask and answer questions about planning for the weather using the text Weather. (RI.K.1, RI.K.2, L.K.5)
  • I can talk about planning for different kinds of weather with my classmates. (SL.K.1, L.K.5)
  • I can use pictures and words to teach my reader a fact about planning for the weather. (W.K.2, L.K.6)
  • During the Opening, monitor students’ ability to participate in the Interactive Word Wall protocol in a small group setting. As needed, re-model the steps of the protocol for small groups. (SL.K.1a, L.K.5)
  • During Work Time A, listen for students to ask and answer questions about planning for the weather using the text Weather (National Geographic Readers). (RI.K.1, RI.K.2)
  • During Work Time B, circulate and listen for students to answer the question about planning for the weather using information from the text read aloud in Work Time A or the Planning for the Weather Facts chart. (L.K.6) Continue to encourage students to use detail when answering the Science Talk question, using the Speaking and Listening Checklist to monitor students’ progress toward SL.K.1, specifically SL.K.1a.
  • During Work Time C, circulate and observe students as they draw and write a planning for the weather fact. Continue to observe students’ improving abilities to communicate a fact clearly using pictures and words. (W.K.2, L.K.6)
  • During the Closing, listen for students to share an observation about a classmate showing responsibility using the Back-to-Back and Face-to-Face protocol. (SL.K.1, SL.K.1a, SL.K.6)
  • Back-to-back and Face-to-Face

Lesson 12Unit 1 Assessment: Independent Writing about Weather

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What’s the Weather like Today?” Song (5 minutes)

2. Work Time

A. Unit 1 Assessment: Weather Fact Page (25 minutes)

B. Pair Share: Meteorologist’s Notebooks (15 minutes)

3. Closing and Assessment

A. Developing Language: Sharing Class Weather Journal Entries (15 minutes)

  • I can use pictures and words to teach my reader a fact about weather. (W.K.2, L.K.6, L.K.1f)
  • During Work Time A, circulate and observe as students draw a picture/labels to show their weather fact. (W.K.2)
  • During Work Time B, circulate and observe as students write words to accompany their drawing of a weather fact. Collect students’ Unit 1 Assessment: Writing a Weather Fact sheet and use the Informational Writing Checklist to assess mastery toward W.K.2, L.K.1f, and L.K.6 (see Assessment Overview and Resources).
  • During the Closing, circulate and listen for students to share the information recorded on the class weather journal entry with their small group. (SL.K.6)

Lesson 13Speaking and Listening: Sharing and Celebrating Our Learning about Weather

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: Singing Songs about Weather (10 minutes)

2. Work Time

A. Sharing Our Learning, Part I: Meteorologist’s Notebooks (20 minutes)

B. Sharing Our Learning, Part II: Class Weather Journals (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (15 minutes)

  • I can share information about the weather with others. (SL.K.4, SL.K.6, L.K.6)
  • I can write with pictures and words to answer one of Sofia’s questions. (W.K.2, L.K.6)

  • Circulate and observe students as they share during Work Times A and B and use the Speaking and Listening Checklist to track students’ progress toward SL.K.4 and SL.K.6 (see Assessment Overview and Resources).
  • Collect students’ Teaching Sofia response sheets to assess progress toward W.K.2 and L.K.6.

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