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ELA G1:M1:U2

Reading Closely: Learning about Habits of Character

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.

View the unit overview

Lesson 1Speaking and Listening: What Helps Me Do My Work?
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mission Letter #3 (10 minutes)

2. Work Time

A. Developing Language: Cup Tower Challenge (20 minutes)

B. Establishing Discussion Norms: Responding to Classmates' Ideas (10 minutes)

C. Structured Discussion: Reflecting on the Cup Tower Challenge (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)
  • I can listen and respond to my classmates' ideas. (SL.1.1b, SL.1.c)
  • During the Opening, listen for what students predict about what they will be learning in this unit.
  • Continue to look for opportunities to support student discussion. Help students locate and use Word Walls and other content-related resources in the room.

Lesson 2Close Read-Aloud, Session 1: Introducing The Most Magnificent Thing
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: Introducing the "Learning Target" Song (5 minutes)

B. Engaging the Reader: Introducing the Guiding Question (5 minutes)

2. Work Time

A. Close Read-aloud Session 1: The Most Magnificent Thing (20 minutes)

B. Independent Writing: Writing about Magnificent Things (20 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Examples of Magnificent Things (10 minutes)
  • I can listen and respond to my classmates' ideas during a read-aloud. (SL.1.1)
  • I can answer questions about key details from the book The Most Magnificent Thing. (RL.1.1) 
  • During Close Read-aloud Session 1 in Work Time A, use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).
  • During Work Time A, observe students following the classroom discussion norms. Prompt students as needed.
  • During Work Time B, observe students drawing and writing. Collect their writing at the end of the lesson and to determine areas students may need support with informational writing tasks in up coming lessons. Note: Informational Writing is formally assessed in Unit 3.
  • During the Closing, students engage in the Pinky Partners protocol. Monitor students as they listen and respond to a classmate's idea. Prompt students to attend to the discussion norms, and provide question and sentence stems if necessary.
  • Pinky Partners

Lesson 3Close Read-Aloud, Session 2: The Most Magnificent Thing
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Read-aloud Session 2: The Most Magnificent Thing, Pages 1–6 (20 minutes)

B. Developing Language: Jump Rope Challenge (10 minutes)

C. Independent Writing: Reflecting on the Challenge (10 minutes)

3. Closing and Assessment

A. Whole Group Share: How Did You Complete the Challenge? (10 minutes) 
  • I can listen and respond to my classmates' ideas. (SL.1.1)
  • I can look closely at the illustrations and text to describe how the girl begins to make her magnificent thing. (RL.1.1, RL.1.3, RL.1.7)
  • I can explain what I did to complete a challenge. (W.1.8) 

  • During Close Read-aloud Session 2 in Work Time A, use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).

  • During Work Times A and B, observe students following the classroom discussion norms. Prompt students as needed.
  • During Work Time C, observe students drawing and writing. Collect their writing at the end of the lesson and to determine areas students may need support with informational writing tasks in up coming lessons. Note: Informational Writing is formally assessed in Unit 3.

Lesson 4Close Read-Aloud, Session 3: The Most Magnificent Thing
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Reviewing the Close Readers Do These Things Anchor Chart (5 minutes)

2. Work Time

A. Close Read-aloud Session 3: The Most Magnificent Thing, Pages 7–14 (20 minutes)

B. Developing Language: Name Juggle Challenge (10 minutes)

C. Independent Writing: Reflecting on the Challenge (15 minutes)

3. Closing and Assessment

A. Pinky Partners: How Did You Complete the Challenge? (10 minutes)
  • I can look closely at the illustrations and text to describe how the girl tries to build her magnificent thing. (RL.1.1, RL.1.3, RL.1.7)
  • I can listen and respond to my classmates' ideas. (SL.1.1)
  • I can explain what I did to complete a challenge. (W.1.8) 

  • During Close Read-aloud Session 3 in Work Time A, use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).

  • During Work Times A and B, circulate and observe students following the classroom discussion norms. Prompt students as needed.
  • During Work Time C, observe students drawing and writing. Collect their writing at the end of the lesson and to determine areas students may need support with informational writing tasks in up coming lessons. Note: Informational Writing is formally assessed in Unit 3.
  • During the Closing, as students engage in the Pinky Partners protocol, monitor them as they listen and respond to a classmate's idea. Prompt students to attend to the classroom discussion norms, and provide question and sentence stems if necessary.

Lesson 5Close Read-Aloud, Session 4: The Most Magnificent Thing
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Reviewing the Close Readers Do These Things Anchor Chart (5 minutes)

2. Work Time

A. Close Read-aloud Session 4: The Most Magnificent Thing, Pages 15–21 (20 minutes)

B. Independent Writing: Reflecting on Habits of Character (20 minutes)

3. Closing and Assessment

A. Pinky Partners: Did the Girl Use Habits of Character? (10 minutes) 
  • I can listen and respond to my classmates' ideas. (SL.1.1)
  • I can look closely at the illustrations and text to describe how the girl acts when things go wrong. (RL.1.1, RL.1.3, RL.1.7)
  • Using the text and illustrations, I can write about what the girl does. (W.1.8)

  • During Close Read-aloud Session 4 in Work Time A, use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).

  • During Work Time A, circulate and observe students following the classroom discussion norms. Prompt students as needed.
  • During Work Time B, observe students drawing and writing. Collect their writing at the end of the lesson and to determine areas students may need support with informational writing tasks in upcoming lessons. Note: Informational Writing is formally assessed in Unit 3.
  • During the Closing, as students engage in the Pinky Partners protocol, monitor students as they listen and respond to a classmate's idea. Prompt students to attend to the classroom discussion norms, and provide question and sentence stems if necessary. 
  • Pinky Partners

Lesson 6Close Read-Aloud, Session 5: The Girl Makes Her Magnificent Thing
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Reviewing the Close Readers Do These Things Anchor Chart (10 minutes)

2. Work Time

A. Close Read-aloud Session 5: The Most Magnificent Thing, Pages 22–29 (20 minutes)

B. Independent Writing: Reflecting on the Reading (20 minutes)

3. Closing and Assessment

A. Pinky Partners: How Do Habits of Character Help the Girl Do Work? (10 minutes)
  • I can look closely at the illustrations and text to describe how the girl tries to build her magnificent thing. (RL.1.1, RL.1.3, RL.1.7)
  • Through writing and drawing, I can explain one way the girl was able to make a magnificent thing. (W.1.8)
  • I can listen and respond to my classmates' ideas. (SL.1.1)
  • During Close Read-aloud Session 4 in Work Time A, use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward the RL standards listed for this lesson (see Assessment Overview and Resources).
  • During Work Time A, observe students following the classroom discussion norms. Prompt and provide feedback to students as needed.
  • During Work Time B, observe and support students as they independently write to the culminating task of the close read-aloud series of lessons. Collect students' writing at the end of the lesson, and assess the writing samples for progress toward W.1.8.
  • Pinky Partners

Lesson 7Focused Read-aloud, Session 1: Introducing the Characters in The Little Red Pen
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mission Letter #4 (15 minutes)

2. Work Time

A. Focused Read-aloud Session 1: The Little Red Pen, Pages 1–22 (25 minutes)

B. Back-to-Back and Face-to-Face: Doing Work with Habits of Character (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes) 
  • I can identify a character's feelings using evidence from the illustrations and the text (RL.1.4, RL.1.7)
  • I can describe a character or important events in the story. (RL.1.3, RL.1.7) 

  • Use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward both standards (see Assessment Overview and Resources for Module 1).

  • During Work Time B, students discuss a text-based question. Prompt students still struggling with speaking and listening behaviors to use the Classroom Discussion Norms anchor chart displayed in the room. 
  • Back-to-back and Face-to-Face

Lesson 8Focused Read-aloud, Session 2: What Work Does Initiative Help the Characters Do?
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Noticing and Wondering: The Little Red Pen, Pages 1–22 (10 minutes)

2. Work Time

A. Focused Read-aloud Session 2: The Little Red Pen, Pages 23–28 (25 minutes)

B. Back-to-Back and Face-to-Face: Doing Work with Habits of Character (10 minutes)

C. Shared Writing: What Work Does Initiative Help the Characters Do? (10 minutes)

3. Closing and Assessment

A. Sit, Kneel, Stand: Assessing Learning Targets (5 minutes)
  • I can identify a character's feelings using evidence from the illustrations and the text. (RL.1.1, RL.1.4)
  • I can describe an event by looking closely at the illustrations. (RL.1.3, RL.1.7) 

  • Use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward both standards (see Assessment Overview and Resources for Module 1).

  • During Work Time B, students discuss a text-based question. Prompt students still struggling with speaking and listening behaviors to use the Classroom Discussion Norms anchor chart displayed in the room.
  • Work Time B requires students to answer a question using evidence from the text. Support students by offering picture support and reminding them to return to the text for answers. This skill will be necessary for students to complete the task independently in the unit assessment. 
  • Back-to-back and Face-to-Face

Lesson 9Focused Read-aloud, Session 3: What Work Does Perseverance Help the Characters Do?
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Noticing and Wondering: The Little Red Pen, Pages 23–28 (10 minutes)

2. Work Time

B. Focused Read-aloud Session 3: The Little Red Pen, Pages 29–36 (20 minutes)

C. Back-to-Back and Face-to-Face: Doing Work with Habits of Character (10 minutes)

D. Independent Writing: What Work Does Perseverance Help the Characters Do? (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)
  • I can identify a character's feelings using evidence from the illustrations and the text. (RL.1.1, RL.1.4)
  • I can describe an event by looking closely at the illustrations. (RL.1.3, RL.1.7)
  • Use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward both standards (see Assessment Overview and Resources for Module 1).
  • During Work Time B, students discuss a text-based question. For students still struggling with speaking and listening behaviors, prompt them to use the Classroom Discussion Norms anchor chart displayed in the room.
  • Work Time B requires students to answer a question using evidence from the text. Support students by offering picture support and reminding them to return to the text for answers. This skill will be necessary for students to complete the task independently in the unit assessment.
  • Back-to-back and Face-to-Face

Lesson 10Unit 2 Assessment: Focused Read-aloud Session 4 and Writing About Habits of Character
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Noticing and Wondering: The Little Red Pen, Pages 29–36 (10 minutes)

2. Work Time

A. Unit 2 Assessment, Part I: Focused Read-aloud: The Little Red Pen, Pages 37–46 (20 minutes)

B. Unit 2 Assessment, Part II: Independent Writing: "What Work Does Collaboration Help the Characters Do?" (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes) 
  • I can identify a character's feelings using evidence from the illustrations and the text. (RL.1.1, RL.1.3, RL.1.4, RL.1.7)
  • I can describe an event by looking closely at the illustrations. (RL.1.1, RL.1.7, W.1.2)
  • Use the Reading Literature Checklist (RL.1.1, RL.1.3, and RL.1.7) to track students' progress toward both standards (see Assessment Overview and Resources for Module 1).
  • During Work Time B, students discuss a text-based question. Prompt students still struggling with speaking and listening behaviors to refer to the Classroom Discussion Norms anchor chart displayed in the room.
  • Work Time B requires students to independently answer a question using evidence from the text. Support students by offering picture support and rereading the questions. To make sure you are assessing thinking rather than writing, allow students to talk through their answers with you before writing, if they are stuck.
  • Back-to-back and Face-to-Face

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