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ELA GK:M3:U2

Reading as Research: A Study of Trees and the Living Things that Depend on Them

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: Discovering the Unit 2 Guiding Question

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Reading Aloud: The Tree in the Ancient Forest (15 minutes)

B. Role-Play Protocol: The Tree in the Ancient Forest (20 minutes)

3. Closing and Assessment

A. Shared Reading: What Researchers Do Anchor Chart and Unit 2 Guiding Question Anchor Chart (15 minutes)

  • I can share my observations and questions on a new research topic. (SL.K.1, SL.K.2)
  • I can determine the main idea of the text The Tree in the Ancient Forest. (RI.K.2, RI.K.7)
  • During the read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1 and RI.K.7 (see Assessment Overview and Resources).

Lesson 2Reading, Speaking and Listening, and Writing: How Living Things Depend on Trees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Who Depends on Trees?” (10 minutes)

2. Work Time

A. Reading Aloud to Research: Be a Friend to Trees, Pages 1–17 (25 minutes)

B. Writing to Respond to Text: How Do Trees Help Living Things Meet Their Needs? (15 minutes)

3. Closing and Assessment

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

  • I can determine the main idea of the text Be a Friend to Trees. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.7)
  • During the 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.6, and RI.K.7 (see Assessment Overview and Resources).

Lesson 3Reading, Speaking, Listening, and Writing: How Living Things Depend on Trees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Who Depends on Trees?” (10 minutes)

2. Work Time

A. Reading Aloud to Determine the Main Idea: Be a Friend to Trees, Pages 18–32 (25 minutes)

B. Writing to Respond to Text: How Do Trees Help Living Things Meet Their Needs? (15 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face Protocol: Sharing Our Writing (10 minutes)

  • I can determine the main idea of the text Be a Friend to Trees. (RI.K.1, RI.K.2, RI.K.4, RI.K.6, RI.K.7)
  • During the Opening, use the Language Checklist to track students’ progress toward L.K.5b.
  • During the read-aloud in Work Time A, continue to use the Reading Informational Text Checklist to track students’ progress (see Assessment Overview and Resources).

Lesson 4Shared Research Reading: Reading and Taking Notes

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Who Depends on Trees?” (15 minutes)

2. Work Time

A. Reading Aloud to Research: Be a Friend to Trees, Pages 12–13 (15 minutes)

B. Shared Note-taking: People Depend on Trees (20 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Collaboration (10 minutes)

  • I can research the text and its pictures to find information about how people depend on trees for food. (RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.7)
  • I can collaborate to create class notes that show how people depend on trees for food. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
  • During Work Time B, circulate and observe as students create class notes with a partner. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.2 (see Assessment Overview and Resources).

Lesson 5Shared Research: Reading Turning Notes into Writing, Part I

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Who Depends on Trees?” (10 minutes)

2. Work Time

A. Back-to-Back and Face-to-Face Protocol: How People Depend on Trees (10 minutes)

B. Analyzing a Model: Be a Friend to Trees (10 minutes)

C. Shared Writing: How People Depend on Trees for Food (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can discuss how people depend on trees using our shared notes. (SL.K.1b, SL.K.2)
  • I can contribute ideas about the focus statement in a piece of shared writing. (W.K.2, W.K.7, W.K.8)
  • During Work Time A, circulate and observe as students briefly discuss the class notes with a partner. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.2 (see Assessment Overview and Resources).

Lesson 6Shared Research: Turning Notes into Writing, Part II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Who Depends on Trees?” (5 minutes)

2. Work Time

A. Shared Writing: How People Depend on Trees for Food (25 minutes)

B. Shared Reading: People Depend on Trees Booklet (5 minutes)

3. Closing and Assessment

A. Picture Tea Party Protocol: Discovering Our Research Topic (10 minutes)

B. Engaging the Learner: Making Puppets (15 minutes)

  • I can contribute to the detail sentences and concluding statement in a piece of shared writing. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
  • During the Pinky Partners protocol in Closing A, circulate and observe as students discuss the photographs. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.2 (see Assessment Overview and Resources).

Lesson 7Reading Aloud to Research: Pages 14-17 of Be a Friend to Trees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Unit 2 Guiding Question Anchor Chart (5 minutes)

2. Work Time

A. Reading Aloud to Research: Be a Friend to Trees, Pages 14–17 (15 minutes)

B. Language Dive: Be a Friend to Trees, Page 15 (15 minutes)

C. Shared Note-taking: Animals Depend on Trees (20 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Reflecting on Collaboration (5 minutes)

  • I can read a text to research how animals depend on trees for food. (RI.K.1, RI.K.1, RI.K.3, RI.K.4, RI.K.7)
  • I can collaborate to create class notes that show how animals depend on trees for food. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
  • During the read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress toward RI.K.1, RI.K.2, RI.K3, RI.K.4, and RI.K.7 (see Assessment Overview and Resources).
  • During shared note-taking in Work Time C, circulate and observe students’ collaboration as they create the class notes. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1 and SL.K.1b (see Assessment Overview and Resources).

Lesson 8Speaking, Listening, and Writing: Preparing to Write About How Animals Depend on Trees

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” Version 1 (10 minutes)

2. Work Time

A. Engaging the Researcher: Reviewing Animals, Trees, and Food: Class Notes (15 minutes)

B. Preparing for Independent Writing: Animals, Trees, and Food: Student Notes (25 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Reflecting on Learning (10 minutes)

  • I can prepare for writing by creating notes that show how animals depend on trees for food. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
  • I can share my notes with a partner and ask questions about his or her notes. (SL.K.1, SL.K.1b, SL.K.2)
  • During the Pinky Partners protocol in the Closing, circulate and observe as students share their notes with a partner. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1, SL.K.1b, and SL.K.2 (see Assessment Overview and Resources).
  • Collect students’ individual notes to document progress toward W.K.7 and W.K.8.

Lesson 9Unit 2 Assessment, Part I: Writing a Focus Statement

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” Version 1 (15 minutes)

2. Work Time

A. Back-to-Back and Face-to-Face Protocol: How Animals Depend on Trees (10 minutes)

B. Analyzing a Model: People Depend on Trees Booklet (10 minutes)

C. Unit 2 Assessment, Part I: Writing a Focus Statement (15 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Reflecting on Learning (10 minutes)

  • I can listen carefully to another’s ideas and ask questions when I do not understand something. (SL.K.1, SL.K.1b, SL.K.2, SL.K.3)
  • I can write a focus statement that describes how animals depend on trees for food. (W.K.2, W.K.7, W.K.8)
  • During Work Time A, circulate and listen as students discuss the video clip “Giraffe” with a partner. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1, SL.K.1b, SL.K.2, and SL.K.3 (see Assessment Overview and Resources).
  • Collect page 1 of the Unit 2 Assessment booklet to document progress toward W.K.2, W.K.7, and W.K.8.

Lesson 10Unit 2 Assessment, Part II: Writing Detail Sentences

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” Version 3 (15 minutes)

2. Work Time

A. Back-to-Back and Face-to-Face Protocol: How Animals Depend on Trees (10 minutes)

B. Analyzing a Model: People Depend on Trees Booklet (5 minutes)

C. Unit 2 Assessment, Part II: Writing Detail Sentences (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can write detail sentences that give examples of how animals depend on trees for food. (W.K.2, W.K.7, W.K.8)
  • During the Opening, use the Language Checklist to track students’ progress toward L.K.5d.
  • Collect pages 2 and 3 of the Unit 2 Assessment booklet to document progress toward W.K.2, W.K.7, and W.K.8.

Lesson 11Unit 2 Assessment, Part III: Writing a Detail Sentence

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” Version 3 (15 minutes)

2. Work Time

A. Analyzing a Model: People Depend on Trees Booklet (5 minutes)

B. Unit 2 Assessment, Part III: Writing a Detail Sentence (15 minutes)

C. Shared Writing: Concluding statement (10 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Sharing Our Writing (15 minutes)

  • I can write detail sentences that give examples of how animals depend on trees for food. (W.K.2, W.K.7, W.K.8)
  • I can write a concluding sentence that states the topic in a different way. (W.K.7, W.K.8)
  • During the Opening, use the Language Checklist to track students’ progress toward L.K.5d.
  • Collect pages 4–5 of the Unit 2 Assessment booklet to document progress toward W.K.2, W.K.7, and W.K.8.

Lesson 12Speaking and Listening: Sharing Our Learning about Animals That Depend on Trees for Food

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” Version 2 (5 minutes)

2. Work Time

A. Preparing for the Science Talk: Unit 2 Guiding Question Anchor Chart (10 minutes)

B. Preparing for the Science Talk: Unit 2 Assessment Booklet (15 minutes)

C. Science Talk Protocol: How Do Living Things Depend on Trees to Meet Their Needs? (20 minutes)

3. Closing

A. Reflecting on Collaboration (10 minutes)

  • I can collect research from different places to discuss the answer to a question. (SL.K.2, SL.K.3)
  • I can participate in a conversation to share how living things depend on trees to meet their needs. (SL.K.1a, SL.K.1b)
  • During the Science Talk in Work Time C, circulate and observe as students discuss how living things depend on trees. Consider using the Speaking and Listening Checklist to document progress toward SL.K.1a and SL.K.1b (see Assessment Overview and Resources).

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