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ELA GK:M2:U2

Reading Narrative Texts: How Weather Affects People

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 1Reading, Speaking, and Listening: An Introduction to Weather around the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curious Sofia Returns (10 minutes)

2. Work Time

A. Picture Tea Party: Mystery Photos (10 minutes)

B. Reading Aloud: On the Same Day in March: A Tour of the World’s Weather (15 minutes)

C. Engaging the Learner: Introduction to Interactive Map (15 minutes)

3. Closing and Assessment

A. Structured Discussion: Reflecting on Responsibility (10 minutes)

  • I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World’s Weather. (RI.K.1, RI.K.2, RI.K.4)
  • Consider using the Reading Informational Text Checklist during the read-aloud in Work Time B to document student progress toward RI.K.1, RI.K.2, and RI.K.4 (see Assessment Resources and Overview).
  • Picture Tea Party

Lesson 2Reading, Speaking, and Listening: The Weather of Canada, France, and Thailand

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Picture Tea Party: Mystery Photos (10 minutes)

2. Work Time

A. Focused Read-aloud: On the Same Day in March: A Tour of the World’s Weather, Pages 3–6 and 17–18 (15 minutes)

B. Partner Role-play and Discussion: Responding to the Text (20 minutes)

C. Shared Writing: Responding to the Text (10 minutes)

3. Closing and Assessment

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

  • I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World’s Weather. (RI.K.1, RI.K.2, RI.K.4)
  • I can use details from the text to describe how people prepare for the weather in Alberta, Canada; Paris, France; and central Thailand. (SL.K.1)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RL.K.4 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use evidence from the text as they discuss the weather in three specific locations with their partner using the Speaking and Listening Checklist to track progress towards SL.K.1 (see the Assessment Overview and Resources).
  • Picture Tea Party

Lesson 3Reading, Speaking, and Listening: The Weather of New York City and China

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Picture Tea Party Protocol: Mystery Photos (10 minutes)

2. Work Time

A. Focused Read-aloud: On the Same Day in March: A Tour of the World’s Weather, Pages 7–8 and 13–14 (15 minutes)

B. Partner Role-play and Discussion: Responding to the Text (15 minutes)

C. Shared Writing: Responding to the Text (15 minutes)

3. Closing and Assessment

A. Structured Discussion: Reflecting on Learning (5 minutes)

  • I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World’s Weather. (RI.K.1, RI.K.2, RI.K.4)
  • I can use details from the text to describe how people prepare for the weather in New York City and Xian, China. (SL.K.1)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RL.K.4 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use evidence from the text as they discuss the weather in two specific locations with their partner using the Speaking and Listening Checklist to track progress towards SL.K.1 (see the Assessment Overview and Resources).
  • Picture Tea Party

Lesson 4Reading, Speaking, and Listening: The Weather of Australia, Kenya, and Argentina

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Picture Tea Party Protocol: Mystery Photos (5 minutes)

2. Work Time

A. Focused Read-aloud: On the Same Day in March: A Tour of the World’s Weather, Pages 21–22, 25–26, and 27–28 (15 minutes)

B. Partner Role-play and Discussion: Responding to the Text (10 minutes)

C. Independent and Then Shared Writing: Responding to the Text (25 minutes)

3. Closing and Assessment

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

  • I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World’s Weather. (RI.K.1, RI.K.2, RI.K.4)
  • I can use details from the text to describe how people prepare for the weather in Darwin, Australia; northern Kenya; and Patagonia, Argentina. (SL.K.1)
  • During the focused read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, and RL.K.4 (see Assessment Overview and Resources).
  • During Work Time B, circulate and listen for students to use evidence from the text as they discuss the weather in three specific locations with their partner using the Speaking and Listening Checklist to track progress towards SL.K.1 (see the Assessment Overview and Resources).
  • Picture Tea Party

Lesson 5Speaking, Listening, and Writing: The Weather around the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Revisiting Text Responses (10 minutes)

2. Work Time

A. Focused Read-aloud Culminating Task: Describing the Weather around the World (25 minutes)

B. Partner Share: The Weather around the World (15 minutes)

3. Closing and Assessment

A. Structured Discussion: Reflecting on Guiding Questions (10 minutes)

  • I can describe the weather from a specific place around the world using words and pictures. (W.K.8, SL.K.5, L.K.1a, L.K.6)
  • During Work Time B, circulate and listen for students to use their drawing to support what they say as they share their completed Culminating Task response sheets with a partner. (SL.K.5)
  • At the end of the lesson, review students’ Culminating Task response sheets (that they post on the class interactive map at the end of Work Time B) for evidence of progress toward W.K.8, SL.K.5, L.K.1a, and L.K.6.

Lesson 6Reading, Writing, and Speaking: Close Read-aloud, Session 1 and Launching Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Making a Rain Shower Activity (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: Come on, Rain!, Pages 1–28 (20 minutes)

B. Independent Writing: Weather Journals (20 minutes)

3. Closing and Assessment

A. Structured Discussion: Revisiting Things Meteorologists Do Anchor Chart (5 minutes)

B. Pair-Share: Weather Journals (5 minutes)

  • I can name the characters and setting in the text Come On, Rain! (RL.K.3)
  • I can use words and pictures to describe what I observe about the weather. (W.K.2, L.K.6)
  • I can share a report of the weather with others. (SL.K.1a, SL.K.4, L.K.6, SL.K.1a, SL.K.6)
  • During Close Read-aloud, Session 1 in Work Time A, use the Reading Literature Checklist to track students’ progress toward RL.K.3 (see Assessment Overview and Resources).
  • During Work Time B, circulate and observe students as they complete page 1 of their weather journal. Watch for them to observe and accurately name the day’s weather conditions. (W.K.2)
  • During Closing B, circulate and observe students as they share page 1 of their weather journal. Watch for them to use a clear voice, look at their partner, and point to the weather icons when sharing. As needed, refer students to the Ways We Share Our Work and Things Meteorologists Do anchor charts. (SL.K.1a, SL.K.4, SL.K.6)

Lesson 7Reading, Writing, and Speaking: Close Read-aloud, Session 2 and Coloring Carefully in Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Making a Rain Shower Activity (5 minutes)

2. Work Time

A. Close Read-aloud, Session 2: Come on, Rain!, Pages 1–6 (20 minutes)

B. Independent Writing: High-Quality Work in Weather Journals (20 minutes)

3. Closing and Assessment

A. Pair-Share: Weather Journals (10 minutes)

B. Reflecting on Learning (5 minutes)

  • I can describe how the hot, dry weather affects Tess and Mamma in the text Come On, Rain! (RL.K.1, RL.K.2, RL.K.4, RL.K.7)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.4)
  • I can share a report of the weather with others. (SL.K.4, L.K.6, SL.K.1a)
  • During Close Read-aloud, Session 2, listen for students to describe how the hot, dry weather affects Tess and Mamma. (RL.K.1, RL.K.2, RL.K.4, RL.K.7)
  • During Work Time B, circulate and observe students as they complete page 2 of their weather journal independently. Watch for them to observe and accurately name and describe the day’s weather conditions, as well as color carefully while completing Step 1. (W.K.2, SL.K.4)
  • During Closing A, circulate and observe students as they share page 2 of their weather journals. Watch for them to use a clear voice, look at their partner, and point to the weather icons when sharing. As needed, refer students to the Ways We Share Our Work and Things Meteorologists Do anchor charts. (SL.K.1a, SL.K.4, SL.K.6)
  • During Closing B, listen for students to share ways they showed perseverance in their work. (SL.K.1, SL.K.1a)

Lesson 8Reading, Writing, and Speaking: Close Read-aloud, Session 3 and Writing Neatly in Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Read-aloud, Session 3: Come on, Rain!, Pages 7–14 (20 minutes)

B. Independent Writing: High-Quality Work in Weather Journals (20 minutes)

3. Closing and Assessment

A. Pair-Share: Weather Journals (5 minutes)

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

  • I can describe how the hot, dry weather affects Tess and Mamma in the text Come On, Rain! (RL.K.1, RL.K.2, RL.K.4, RL.K.7)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5)
  • I can share a report of the weather with others. (SL.K.4, L.K.6, SL.K.1a)

  • During Close Read-aloud, Session 3, listen for students to describe how the hot, dry weather affects Tess and her mamma. (RL.K.1, RL.K.2, RL.K.4, RL.K.7)
  • During Work Time B, circulate and observe students as they complete page 3 of their weather journal independently. Watch for them to color carefully in Step 1 and write neatly in Step 2 while continuing to observe and accurately record the weather conditions. (W.K.2, SL.K.4)
  • During Closing A, circulate and observe students as they share page 3 of their weather journal. Watch for them to use a clear voice, look at their partner, and point to the weather icons when sharing. As needed, refer students to the Ways We Share Our Work and Things Meteorologists Do anchor charts. (SL.K.1a, SL.K.4, SL.K.6)
  • During Closing B, listen for students to share tangible ways they showed perseverance during Work Time. (SL.K.1, SL.K.1a)
  • Interactive Word Wall

Lesson 9Reading, Writing, and Speaking: Close Read-aloud, Session 4 and High-Quality Work in Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Read-aloud Session 4: Come on, Rain!, Pages 15–26 (20 min)

B. Independent Writing: High-Quality Work in Weather Journals (15 minutes)

3. Closing and Assessment

A. Pair-Share: Weather Journals (10 minutes)

B. Reflecting on Learning (5 minutes)

  • I can describe how the cool, wet weather affects Tess and Mamma in the text Come On, Rain! (RL.K.1, RL.K.2, RL.K.4, RL.K.7)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5).
  • I can share a report of the weather with others. (SL.K.4, L.K.6, SL.K.1a)

  • During Close Read-aloud, Session 4, listen for students to describe how the cool, wet weather affects Tess and her mamma. (RL.K.1, RL.K.2, RL.K.4, RL.K.7) Use the Reading Literature Checklist to assess students’ progress toward these standards (see Assessment Overview and Resources).
  • During Work Time B, circulate and observe students as they complete page 4 of their weather journal independently. Watch for them to write neatly in Step 2 while continuing to observe and accurately record the weather conditions. (W.K.2, SL.K.4)
  • During Closing A, circulate and observe students as they share page 4 of their weather journal. Watch for them to share with greater confidence and independence. Also listen for students to ask and answer a question about their weather journal. (SL.K.1a, SL.K.4, SL.K.6)
  • During Closing B, listen for students to share how they persevered to create high-quality work. (SL.K.1, SL.K.1a)
  • Interactive Word Wall

Lesson 10Reading, Writing, and Speaking: Close Read-aloud Culminating Task and Reporting like a Meteorologist

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Read-aloud, Session 5: Come On, Rain! and Culminating Task (25 minutes)

B. Independent Writing: High-Quality Work in Weather Journals (15 minutes)

3. Closing and Assessment

A. Small Group Share: Weather Journals (10 minutes)

  • I can describe how the changing weather affects Tess and Mamma in the text Come On, Rain! (RL.K.1, RL.K.2, RL.K.4, RL.K.7)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5)
  • I can share a report of the weather with others. (SL.K.4, L.K.6, SL.K.1a)

  • During the Culminating Task: Before and After the Rain of the Close Read-aloud, Session 5, use the Reading Literature Checklist to assess students’ progress toward RL.K.1, RL.K.2, RL.K.4, and RL.K.7.
  • During Work Time B, circulate and observe students as they complete page 5 of their weather journals independently. Watch for them to correctly identify the clothing pieces needed for the day’s weather in Step 3 while continuing to observe and accurately record the weather conditions in Steps 1–2. Also watch for students to color carefully and write neatly. (W.K.2, SL.K.4)
  • During the Closing, circulate and observe students as they share page 5 of their weather journal in small groups. Watch for them to meet the criteria on the Ways We Share Our Work anchor chart with a larger audience. (SL.K.1a, SL.K.4, SL.K.6)
  • Interactive Word Wall

Lesson 11Reading Aloud and Writing: Brave Irene, Part I and Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “Snowflakes” Poem (5 minutes)

2. Work Time

A. Reading Aloud: Brave Irene, Pages 1–13 (15 minutes)

B. Role-Playing: Brave Irene (10 minutes)

C. Shared Writing: Brave Irene Story Elements (10 minutes)

3. Closing and Assessment

A. Independent Writing: Weather Journals (15 minutes)

B. Reflecting on Learning (5 minutes)

  • I can identify the characters and setting in the text Brave Irene. (RL.K.3, SL.K.2)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5, L.K.6)

  • During Work Times A and B, listen in as students Think-Pair-Share in response to questions about Brave Irene. Track students’ progress on the Reading Literature Checklist for this module. (RL.K.1, RL.K.3)
  • During Closing A, circulate and observe students as they complete page 6 of the weather journal independently. Watch for students to observe and accurately name and describe the day’s weather conditions. (W.K.2, SL.K.4)
  • During Closing B, listen for students to share ways they showed perseverance. (SL.K.1, SL.K.1a)
  • Role Play

Lesson 12Reading Aloud and Writing: Brave Irene, Part II and Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “Snowflakes” Poem (5 minutes)

2. Work Time

A. Reading Aloud: Brave Irene, Pages 14–28 (15 minutes)

B. Role-Playing: Brave Irene (10 minutes)

C. Shared Writing: Brave Irene Story Elements (10 minutes)

3. Closing and Assessment

A. Independent Writing: Weather Journals (15 minutes)

B. Small Group Share: Weather Journals (5 minutes)

  • I can identify the major events in the text Brave Irene. (RL K.1, R.LK.3, SL.K.2)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5, L.K.6)
  • I can share a report of the weather with others. (SL.K.1a, SL.K.4, L.K.6)

  • During Work Times A and B, listen in as students Think-Pair-Share in response to questions about Brave Irene. Track students’ progress on the Reading Literature Checklist for this module (see Assessment Overview and Resources). (RL.K.1, RL.K.3)
  • During Closing A, circulate and observe students as they complete page 7 of the weather journal independently. Watch for them to observe and accurately name and describe the day’s weather conditions, as well as generate an illustration while completing Step 4. (W.K.2, SL.K.4)
  • During Closing B, circulate and observe students as they share their weather journal. Watch for them to use a strong, clear voice, look at their partner, and point to the weather icons when sharing. As needed, refer students to the Ways We Share Our Work and Things Meteorologists Do anchor charts to provide support and redirection. (SL.K.1a, SL.K.4, SL.K.6)
  • Role Play

Lesson 13Reading Aloud and Writing: Umbrella, Part I and Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “Clouds” Poem (5 minutes)

2. Work Time

A. Reading Aloud: Umbrella, Pages 1–11 (15 minutes)

B. Role-Playing: Umbrella (10 minutes)

C. Shared Writing: Umbrella Story Elements (10 minutes)

3. Closing and Assessment

A. Independent Writing: Weather Journals (15 minutes)

B. Reflecting on Learning (5 minutes)

  • I can identify the characters and setting in the text Umbrella. (RL.K.3, SL.K.2)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, SL.K.5, L.K.6)

  • During Work Times A and B, listen in as students Think-Pair-Share in response to questions about Umbrella. Track students’ progress on the Reading Literature Checklist for this module. (RL.K.1, RL.K.3)
  • During Closing A, circulate and observe students as they complete page 8 of the weather journal independently. Watch for them to observe and accurately name and describe the day’s weather conditions, as well as generate a quality illustration while completing Step 4. (W.K.2, SL.K.4)
  • During Closing B, listen for students to share ways they showed perseverance. (SL.K.1, SL.K.1a)
  • Role Play

Lesson 14Reading Aloud and Writing: Umbrella, Part II and Weather Journals

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: “Clouds” Poem (5 minutes)

2. Work Time

A. Reading Aloud: Umbrella, Pages 12–32 (15 minutes)

B. Role-Playing: Umbrella (10 minutes)

C. Shared Writing: Umbrella Story Elements (10 minutes)

3. Closing and Assessment

A. Independent Writing: Weather Journals (15 minutes)

B. Small Group Share: Weather Journals (5 minutes)

  • I can identify the major events in the text Umbrella. (RL.K.3, SL.K.2)
  • I can use high-quality words and pictures to describe what I observe about the weather. (W.K.2, L.K.6, SL.K.5)
  • I can share a report of the weather with others. (SL.K.4, L.K.6, SL.K.1a)

  • During Work Times A and B, listen in as students Think-Pair-Share in response to questions about Umbrella. Track students’ progress on the Reading Literature Checklist for this module. (RL.K.1, RL.K.3)
  • During Closing A, circulate and observe students as they complete page 9 of the weather journal independently. Watch for them to observe and accurately name and describe the day’s weather conditions, as well as generate a quality illustration while completing Step 4. (W.K.2, SL.K.4)
  • During Closing B, circulate and observe students as they share their weather journal. Watch for them to use a strong, clear voice, look at their partner, and point to the weather icons when sharing. As needed, refer students to the Ways We Share Our Work and Things Meteorologists Do anchor charts to provide support and redirection. (SL.K.1a, SL.K.4, SL.K.6)
  • Role Play

Lesson 15Unit 2 Assessment: Identifying Story Elements in a Text

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Poem Share (5 minutes)

2. Work Time

A. Reading Aloud: One Hot Summer Day (15 minutes)

B. Role-Play: One Hot Summer Day (10 minutes)

C. Unit 2 Assessment: Identifying Story Elements in One Hot Summer Day (20 minutes)

3. Closing and Assessment

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

  • I can identify the character, setting, and major events of the text One Hot Summer Day. (RL.K.3, W.K.8, L.K.1a, L.K.6)
  • In Work Time C, collect student response sheets from the Unit 2 Assessment as a work sample to demonstrate progress toward RL.K.3, W.K.8, L.K.1a, and L.K.6.

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