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ELA G2:M2:U1

Listening for Details: Learning about Paleontologists

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.

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Lesson 1Building Background Knowledge: What Do You Know about Fossils?
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mystery Journal Entry and Picture Clue (10 minutes)

2. Work Time

A. Picture Tea Party: Studying Pictures (20 minutes)

B. Noticing and Wondering: Questions about Fossils (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)
  • I can describe the details I notice in pictures. (SL.2.2)
  • I can record and ask a question about fossils. (RI.2.1) 
  • During Work Time A, circulate and listen for students to use descriptive language as they talk about their tea party picture. (SL.2.2)
  • During Work Time B, circulate and observe as students write a question about fossils. Observe whether they are able to generate and record a question, as well as use the Question Words sheet as a resource when needed. (RI.2.1)
  • During Closing and Assessment A, listen as students share their question about fossils. Notice whether they are able to read their question aloud, as well as whether the content of the question pertains to the topic of fossils. (RI.2.1) 
  • Picture Tea Party

Lesson 2Close Read-aloud, Session 1: Stone Girl, Bone Girl
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “She Sells Seashells” (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: Stone Girl, Bone Girl (25 minutes)

B. Learning How to Answer Selected Response Questions (15 minutes)

3. Closing and Assessment

A. Working on Becoming Effective Learners: Perseverance and Initiative (10 minutes)
  • I can answer questions about the book Stone Girl, Bone Girl using details from the illustrations and text. (RL.2.1, RL.2.7, W.2.8)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.7) to track students' progress toward these reading standards (see Assessment Overview and Resources).

Lesson 3Close Read-aloud, Session 2: Stone Girl, Bone Girl, Pages 1–4
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curiosities Museum (15 minutes)

2. Work Time

A. Close Read-aloud, Session 2: Stone Girl, Bone Girl, Pages 1–4 (30 minutes)

B. Speaking and Listening: Retelling the Beginning (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Selected Response #1 (5 minutes)

  • I can answer questions about important events from the book Stone Girl, Bone Girl. (RL.2.1, RL.2.7, W.2.8)
  • I can retell the beginning of Stone Girl, Bone Girl using important details about events and characters. (SL.2.2, RL.2.2, RL.2.5)
  • During Work Time A and the Closing, use the Reading Literature Checklist (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7, SL.2.2) to track students' progress toward these standards (see Assessment Overview and Resources).
  • During Work Time A, use the Speaking and Listening Checklist to track students' progress.

Lesson 4Close Read-aloud, Session 3: Stone Girl, Bone Girl, Pages 5–8
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Pinky Partners: Habits of Character (10 minutes)

2. Work Time

A. Close Read-aloud, Session 3: Stone Girl, Bone Girl, Pages 5–8 (25 minutes)

B. Speaking and Listening: Retelling the Beginning (10 minutes)

C. Recording Our Thinking: Retelling the Beginning (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Selected Response #2 (5 minutes)

  • I can answer questions about a character's response in the text Stone Girl, Bone Girl. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can retell the beginning of Stone Girl, Bone Girl using important details about events and characters. (SL.2.2, RL.2.2, RL.2.5)
  • During Work Time A and the Closing, use the Reading Literature Checklist (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7, SL.2.2) to track students' progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time A, use the Speaking and Listening Checklist to track students' progress.

Lesson 5Close Read-aloud, Session 4: Stone Girl, Bone Girl, Pages 9–14
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “She Sells Seashells” (5 minutes)

2. Work Time

A. Close Read-aloud, Session 4: Stone Girl, Bone Girl, Pages 9–14 (30 minutes)

B. Speaking and Listening: Retelling the Middle (10 minutes)

C. Writing in Response to Text: A Character’s Response (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

I can use details in the text to comprehend the story Stone Girl, Bone Girl. (RL.2.1, RL 2.3, RL.2.7, W.2.8)

I can retell the middle of Stone Girl, Bone Girl using important details about events and characters. (RL.2.2, RL.2.5, SL.2.2)
  • During Work Time A and the Closing, use the Reading Literature Checklist (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7, SL.2.2) to track students' progress toward these reading standards (see Assessment Overview and Resources).
  • During Work Time A, use the Speaking and Listening Checklist to track students' progress.

Lesson 6Close Read-aloud, Session 5: Stone Girl, Bone Girl, Pages 15–18
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curiosities Museum (5 minutes)

2. Work Time

A. Close Read-aloud, Session 5: Stone Girl, Bone Girl, Pages 15–18 (30 minutes)

B. Speaking and Listening: Retelling the Middle (10 minutes)

C. Recording Our Thinking: Retelling the Middle (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Selected Response #3 (5 minutes)
  • I can answer questions about how Mary responded to challenges in her life. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can retell the middle of Stone Girl, Bone Girl using important details about events and characters. (RL.2.2, RL.2.5, SL.2.2)
  • During Work Time A and the Closing, use the Reading Literature Checklist (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7, SL.2.2) to track students' progress toward these reading standards (see Assessment Overview and Resources).

Lesson 7Close Read-aloud, Session 6: Stone Girl, Bone Girl, Pages 19–23
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Pinky Partners: Retelling the Beginning and Middle of Stone Girl, Bone Girl (10 minutes)

2. Work Time

A. Close Read-aloud, Session 6: Stone Girl, Bone Girl, Pages 19–23 (20 minutes)

B. Independent Writing: Culminating Task (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)
  • I can answer questions about key details from the book Stone Girl, Bone Girl. (RL.2.1, RL.2.3, RL.2.7, W.2.8)
  • I can retell the story of Stone Girl, Bone Girl using important details about events and characters. (RL.2.2, RL.2.5, SL.2.2)
  • During Work Time A, use the Reading Literature Checklist (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7, SL.2.2) to track students' progress toward these reading standards (see Assessment Overview and Resources).

Lesson 8Unit 1 Assessment, Part I: Retelling the Beginning, Middle, and End of The Dog That Dug for Dinosaurs
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curiosities Museum (5 minutes)

2. Work Time

A. Unit 1 Assessment, Part I: Retelling the Beginning, Middle, and End of The Dog That Dug for Dinosaurs (30 minutes)

B. Engaging the Learner: What More Can We Learn about Fossils? (10 minutes)

C. Shared Writing: Writing What We Learned about Fossils (10 minutes)

3. Closing and Assessment

A. Building Vocabulary: Fossils Word Wall (5 minutes)
  • I can answer questions about key details in the text The Dog That Dug for Dinosaurs. (RL.2.1, RL.2.7, SL.2.2)
  • I can retell the beginning, middle, and end of the first part of the text The Dog That Dug for Dinosaurs. (RL.2.2, RL.2.5, RL.2.7)
  • I can describe what a fossil is. (RI.2.4, W.2.8)
  • During Work Time A, refer to the 2M2 Assessment Overview and Resources for details about the Unit 1 assessment. (RI.2.1, RI.2.2, RI.2.5, RI.2.7, SL.2.2)
  • At the end of Work Time C, circulate and listen in as students share with a partner what they have learned about fossils. Notice whether they are able to articulate their thinking clearly. (RI.2.4, W.2.8)
  • During Work Time C, listen as students share their responses for the shared writing. As needed, clarify misconceptions about the definition of a fossil. (RI.2.4, W.2.8)

Lesson 9Unit 1 Assessment, Part II: Answering Selected Response Questions about The Dog That Dug for Dinosaurs
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curiosities Museum (5 minutes)

2. Work Time

A. Unit 1 Assessment, Part II: Answering Selected Response Questions about The Dog That Dug for Dinosaurs (30 minutes)

B. Engaging the Learner: Who Are Paleontologists? (15 minutes)

C. Shared Writing: Writing What We Learned about Paleontologists (5 minutes)

3. Closing and Assessment

A. Building Vocabulary: Fossils Word Wall (5 minutes)
  • I can answer questions about key details in the text The Dog That Dug for Dinosaurs. (RL.2.1, RL.2.2, RL.2.3, RL.2.7)
  • I can describe what a paleontologist does. (W.2.8, L.2.4)
  • During Work Time A, refer to the 2M2 Assessment Overview and Resources for details about the Unit 1 assessment. (RI.2.1, RI.2.2, RI.2.5, RI.2.7, SL.2.2)
  • During Work Time C, listen as students share their responses for the shared writing. As needed, clarify misconceptions about the definition of a paleontologist. (W.2.8)

Lesson 10Speaking, Reading, and Writing: Tools Paleontologists Use to Discover Fossils
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

B. Reviewing A Unit 1 Guiding Question: “What Do Paleontologists Do?” (5 minutes)

2.  Work Time

A. Focused Read-aloud: Curious about Fossils, Pages 22–26 (20 minutes)

B. Shared Writing: Tools Paleontologists Use to Discover Fossils (20 minutes)

3. Closing and Assessment

A. Sharing Our Work: Paleontologist’s Notebook (5 minutes)

  • I can answer questions about a paleontologist's tools using key details in the text Curious about Fossils. (RI.2.1, RI.2.4, L.2.6)
  • I can write a supporting detail about the tools paleontologists use to discover fossils. (W.2.7)
  • During the Opening, listen for students to share a growing knowledge about the things that paleontologists do in their work. (L.2.6)
  • During Work Time A, listen for students to answer questions about a paleontologist's tools using key details in the text Curious about Fossils. (RI.2.1, RI.2.4, L.2.6)
  • During Work Time B, circulate and observe whether students are able to write a supporting detail about the tools paleontologists use to discover fossils on page 1 of their Paleontologist's notebook. (W.2.7)
  • During the Closing, listen as students share the writing in their Paleontologist's notebook. Notice whether they are able to speak clearly to share their work and listen respectfully as a classmate shares.

Lesson 11Speaking, Reading, and Writing: Tools Paleontologists Use to Study Fossils
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curiosities Museum (5 minutes)

2. Work Time

A. Focused Read-aloud: Paleontology: The Study of Prehistoric Life, Pages 33–36 (20 minutes)

B. Preparing for Independent Writing: Paleontologists Study Fossils (25 minutes)

3. Closing and Assessment

A. Building Vocabulary: Fossils Word Wall (5 minutes)

B. Pinky Partners: Reflecting on Perseverance (5 minutes)
  • I can answer questions about a paleontologist's tools using key details in the text Paleontology: The Study of Prehistoric Life. (RI.2.1, RI.2.4, L.2.6)
  • I can collaborate to write a paragraph about the tools paleontologists use to study fossils. (W.2.7)
  • During Work Time A, listen for students to answer questions about a paleontologist's tools using key details in the text Paleontology: The Study of Prehistoric Life. (RI.2.1, RI.2.4, L.2.6)
  • During Work Time B, notice whether students are able to collaborate in writing a focusing and concluding statement for the class paragraph about the tools paleontologists use to study fossils. (W.2.7)
  • During Work Time B, circulate and observe as students record a detail about the tools paleontologists use to study fossils on page 2 of their paleontologist's notebook. (W.2.7)
  • During the Closing, listen as students share their writing and reflect on perseverance. Notice whether they are able to speak clearly to share their work and articulate a growing awareness of how perseverance is demonstrated through daily work.

Lesson 12Speaking, Reading, and Writing: Famous Paleontologists and Their Discoveries
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Curiosities Museum (5 minutes)

2. Work Time

A. Focused Read-aloud: Curious about Fossils, Pages 12–15 (20 minutes)

B. Independent Writing: Famous Paleontologists (20 minutes)

3. Closing and Assessment

A. Sharing Our Work: Famous Paleontologists Paragraphs (5 minutes)

B. Celebrating Our Learning: Reflecting on Perseverance (10 minutes)
  • I can answer questions about famous paleontologists using key details in the text Curious about Fossils. (RI.2.1, RI.2.4, L.2.6)
  • I can write a paragraph about a famous paleontologist. (RI.2.1)
  • During Work Time A, listen for students to answer questions about famous paleontologists using key details in the text Curious about Fossils. (RI.2.1, RI.2.4, L.2.6)
  • During Work Time B, circulate and observe as students write a paragraph about a famous paleontologist. Notice whether students use the Famous Paleontologists anchor chart as a resource when needed. (W.2.7)
  • During the Closing, listen as students share their writing and reflect on their progress toward answering Unit 1 Guiding Questions anchor chart and demonstrating perseverance through their work. 

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