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ELA GK:M3:U3

Reading to Research and Discuss: A Study of How Living Things Meet Their Needs

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 1Reading, Speaking, and Listening: Discovering a New Research Topic
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: Are Trees Alive? (15 minutes)

B. Language Dive: Are Trees Alive?, Page 11 (15 minutes)

C. Engaging the Learner: Models of Performance Task (10 minutes)

3. Closing

A. Shared Writing: High-Quality Work Anchor Chart (10 minutes)
  • I can share my observations and questions about a new research topic. (SL.K.1a, SL.K.4)
  • I can describe what makes something high quality. (SL.K.1a, SL.K.4)
  • During the Opening and Work Time C, circulate as students discuss their observations and wonderings and use the Speaking and Listening Checklist to document progress toward SL.K.1a and SL.K.4 (see Assessment Overview and Resources).
  • Picture Tea Party

Lesson 2Research Reading: The Sugar Maple
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Clay Leaves” (5 minutes)

2. Work Time

A. Reading Aloud to Research: “Sugar Maple” (20 minutes)

B. Shared Writing: Sugar Maple: Class Notes (20 minutes)

3. Closing

A. Engaging the Artist: Planning a Collage (15 minutes)
  • I can research important information about the sugar maple tree using the words and pictures of a text. (RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.7)
  • I can find and record important information to contribute to class notes. (RI.K.1, RI.K.2, RI.K.3, W.K.7, W.K.8)
  • During reading aloud to research in Work Time A, use the Reading Informational Text Checklist to track students' progress toward RI.K.1, RI.K.2, RI.K.3, RI.K.4, and RI.K.7 (see Assessment Overview and Resources).

Lesson 3Shared Research Writing: Drafting the Focus Statement and Detail Sentence
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Clay Leaves” (5 minutes)

2. Work Time

A. Role-Play Protocol: Reviewing Sugar Maple: Class Notes (10 minutes)

B. Shared Writing: Describing the Sugar Maple Booklet (15 minutes)

C. Engaging the Artist: Making a Sugar Maple Tree Collage (25 minutes)

3. Closing

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (5 minutes)
  • I can use information from research to contribute to a piece of shared writing. (W.K.2, W.K.7, W.K.8, SL.K.1a, SL.K.4)
  • I can show what I know about trees through writing and collage. (W.K.2, W.K.7, W.K.8)
  • During Work Time B, circulate and listen as students contribute to shared writing to document progress toward W.K.2, W.K.7, and W.K.8 on the Informational Writing Checklist.
  • Role Play

Lesson 4Shared Research Writing: Drafting Detail Sentences
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Clay Leaves” (5 minutes)

2. Work Time

A. Shared Writing: Describing the Sugar Maple Booklet (15 minutes)

B. Engaging the Artist: Making a Sugar Maple Collage (15 minutes)

C. Giving and Receiving Peer Feedback (20 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)
  • I can use information from research to contribute to a piece of shared writing. (W.K.2, W.K.7, W.K.8)
  • I can give and receive feedback that is kind, helpful, and specific. (W.K.5, SL.K.1a, SL.K.1b, SL.K.3)
  • During shared writing in Work Time B, listen as students contribute to the writing to document progress toward W.K.2, W.K.5, W.K.7, and W.K.8 on the Informational Writing Checklist (see Assessment Overview and Resources).
  • During Work Time C, circulate and listen as students give and receive peer feedback to document progress toward SL.K.1a, SL.K.1b, and SL.K.3 on the Speaking and Listening Checklist (see Assessment Overview and Resources).

Lesson 5Small Group Research: Reading and Taking Notes
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Engaging the Researcher: Review Tree Texts (10 minutes)

B. Reading to Research Trees: Tree Texts (20 minutes)

C. Small Group Research: Tree: Small Group Notes (15 minutes)

3. Closing

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (5 minutes)
  • I can research a text to answer a question using the words and pictures. (RI.K.1, RI.K.2, RI.K.4)
  • I can describe my tree and what it needs using information from my research. (RI.K.1, RI.K.2, W.K.7, W.K.8, SL.K.1, SL.K.3)
  • During Work Times B and C, continue to 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, use the Informational Writing Checklist to track students' progress toward W.K.7 and W.K.8 (see Assessment Overview and Resources).
  • Picture Tea Party
  • Back-to-back and Face-to-Face

Lesson 6Small Group Research: Taking Notes and Unit 3 Assessment, Part I
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Connecting Trees” (5 minutes)

2. Work Time

A. Preparing for a Science Talk: Tree: Individual Notes (20 minutes)

B. Unit 3 Assessment, Part I: Science Talk (15 minutes)

C. Shared Reading: All about Trees Anchor Chart (15 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)
  • I can describe my tree and what it needs using my research notes. (W.K.7, W.K.8)
  • I can discuss the needs of my tree and identify patterns among different types of trees. (SL.K.1a, SL.K.1b, SL.K.4)
  • Circulate and observe students throughout the Science Talk in Work Time B. Use the Speaking and Listening Checklist to document progress toward SL.K.1a and SL.K.1b (see Assessment Overview and Resources).
  • During the shared reading in Work Time C, circulate and listen as students discuss patterns among trees. Prompt them to provide more detail when listening in and/or sharing with the whole class to measure progress toward SL.K.4.
  • Pinky Partners
  • Science Talks

Lesson 7Small Group Research: Reading and Taking Notes
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Connecting Trees” (5 minutes)

2. Work Time

A. Language Dive: Are Trees Alive?, Page 11 (10 minutes)

B. Reading to Research Trees: Tree Texts (20 minutes)

C. Small Group Research: Tree: Small Group Notes (20 minutes)

3. Closing

A. Poem and Movement: “What’s Alive and What’s Not?” (5 minutes)
  • I can research a text to answer a question using the words and pictures. (RI.K.1, RI.K.2, RI.K.4)
  • I can describe what my tree provides other living things using information from my research. (RI.K.1, RI.K.2, W.K.7, W.K.8, SL.K.1, SLK.3)
  • During Work Times B and C, continue to 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, use the Informational Writing Checklist to track students' progress toward W.K.7 and W.K.8 (see Assessment Overview and Resources).

Lesson 8Small Group Research: Taking Notes and Unit 3 Assessment, Part II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Connecting Trees” (5 minutes)

2. Work Time

A. Preparing for a Science Talk: Tree: Individual Notes (20 minutes)

B. Unit 3 Assessment, Part II: Science Talk (15 minutes)

C. Shared Reading: All about Trees Anchor Chart (15 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)
  • I can describe what animals depend on my tree using my research notes. (W.K.7, W.K.8)
  • I can discuss the needs of my tree and identify patterns among different types of trees. (SL.K.1a, SL.K.1b, SL.K.4)
  • Circulate and observe students throughout the Science Talk in Work Time B. Use the Speaking and Listening Checklist to document progress toward SL.K.1a and SL.K.1a (see Assessment Overview and Resources).
  • During shared reading in Work Time C, circulate and listen as students discuss patterns among trees. Prompt them to provide more detail when listening in and/or sharing with the whole class to measure progress toward SL.K.4.
  • Science Talks

Lesson 9Small group research: Taking Notes and Unit 3 Assessment, Part III
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Connecting Trees” (5 minutes)

2. Work Time

A. Shared Reading: All about Trees Anchor Chart (15 minutes)

B. Preparing for a Science Talk: Tree Patterns Note-catcher (15 minutes)

C. Unit 3 Assessment, Part III: Science Talk (20 minutes)

3. Closing

A. Poem and Movement: “Who Depends on Trees?” Version 1 (5 minutes)
  • I can write about patterns in living things using my research. (W.K.7, W.K.8)
  • I can discuss the patterns in how living things meet their needs. (SL.K.1a, SL.K.1b)
  • Circulate and observe students throughout the Science Talk in Work Time C. Use the Speaking and Listening Checklist to document progress toward SL.K.1a and SL.K.1a (see Assessment Overview and Resources).

Lesson 10Performance Task: Drafting a Focus Statement and Creating an Informational Tree Collage

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shared Reading: Describing the Sugar Maple Booklet (5 minutes)

2. Work Time

A. Independent Writing: Performance Task Writing Booklet (10 minutes)

B. Engaging the Artist: Planning and Creating an Informational Tree Collage (25 minutes)

C. Giving and Receiving Peer Feedback: Informational Tree Collages (15 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)
  • I can show what I know about trees through writing and collage. (RI.K.2, W.K.2, W.K.5, W.K.7, W.K.8)
  • I can give and receive feedback that is kind, helpful, and specific. (W.K.5, SL.K.1a, SL.K.1b, SL.K.3)
  • During Work Time A, circulate and use the Informational Writing Checklist to document progress toward W.K.2, W.K.5, W.K.7, and W.K.8 (see Assessment Overview and Resources).
  • During Work Time C, circulate as students give and receive feedback and use the Speaking and Listening Checklist to document progress toward SL.K.1a, SL.K.1b, and SL.K.3 (see Assessment Overview and Resources).

Lesson 11Performance Task: Drafting Detail Sentence 1 and Continuing an Informational Tree Collage
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “What’s Alive and What’s Not?” (5 minutes)

2. Work Time

A. Independent Writing: Performance Task Writing Booklet (15 minutes)

B. Giving and Receiving Peer Feedback: Performance Task Writing Booklet (15 minutes)

C. Engaging the Artist: Creating an Informational Tree Collage (20 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)
  • I can show what I know about trees through writing and collage. (RI.K.2, W.K.2, W.K.5, W.K.7, W.K.8)
  • I can give and receive feedback that is kind, helpful, and specific. (W.K.5, SL.K.1a, SL.K.1b, SL.K.3)
  • During Work Time A, continue to circulate and use the Informational Writing Checklist to document progress toward W.K.2, W.K.5, W.K.7, and W.K.8 (see Assessment Overview and Resources).
  • During Work Time B, circulate as students give and receive feedback and use the Speaking and Listening Checklist to document progress toward SL.K.1a, SL.K.1b, and SL.K.3 (see Assessment Overview and Resources).

Lesson 12Performance Task: Drafting Detail Sentence 2 and Continuing an Informational Tree Collage
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Who Depends on Trees?” Version 1 (5 minutes)

2. Work Time

A. Independent Writing: Performance Task Writing Booklet (15 minutes)

B. Engaging the Artist: Creating an Informational Tree Collage (20 minutes)

C. Giving and Receiving Feedback: Informational Tree Collages (15 minutes)

3. Closing

A. Reflecting on Learning (5 minutes)
  • I can show what I know about trees through writing and collage. (RI.K.2, W.K.2, W.K.5, W.K.7, W.K.8)
  • I can give and receive feedback that is kind, helpful, and specific. (W.K.5, SL.K.1a, SL.K.1b, SL.K.3)
  • During Work Time A, continue to circulate and use the Informational Writing Checklist to document progress toward W.K.2, W.K.5, W.K.7, and W.K.8 (see Assessment Overview and Resources).
  • During Work Time C, circulate as students give and receive feedback and continue to use the Speaking and Listening Checklist to document progress toward SL.K.1a, SL.K.1b, and SL.K.3 (see Assessment Overview and Resources).

Lesson 13Performance Task: Drafting Detail Sentence 3 and Completing an Informational Tree Collage
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Independent Writing: Performance Task Writing Booklet (20 minutes)

B. Engaging the Artist: Completing an Informational Tree Collage (25 minutes)

3. Closing

A. Role-Play Protocol: Performance Task Writing Booklet (10 minutes)
  • I can show what I know about trees through writing and collage. (RI.K.2, W.K.2, W.K.5, W.K.7, W.K.8)
  • During Work Time A, continue to circulate and use the Informational Writing Checklist to document progress toward W.K.2, W.K.5, W.K.7, and W.K.8 (see Assessment Overview and Resources).
  • Role Play

Lesson 14Speaking and Listening: Preparing to Share our Work
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” and “A Tree Is a Living Thing” (10 minutes)

2. Work Time

A. Shared Reading: Ways We Share Our Work Anchor Chart (10 minutes)

B. Pinky Partners Protocol: Sharing Our Informational Collages (20 minutes)

C. Preparing to Present: Living Things Research Notebook (10 minutes)

3. Closing

A. Back-to-Back and Face-to-Face Protocol: Sharing Our Living Things Research Notebook (10 minutes)
  • I can share information about living things and their needs with others. (SL.K.4, SL.K.6).
  • I can read my writing aloud using a strong and clear voice. (SL.K.6)
  • Circulate and observe as students practice sharing their work with a partner during Work Time B and the Closing. Use the Speaking and Listening Checklist to document progress toward SL.K.4 and SL.K.6 (see Assessment Overview and Resources).
  • Pinky Partners
  • Back-to-back and Face-to-Face

Lesson 15Speaking and Listening: Sharing and Celebrating Our Work

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Depend on Trees” and “A Tree Is a Living Thing” (10 minutes)

2. Work Time

A. Reading Aloud: Sharing and Celebrating Our Informational Collages (20 minutes)

B. Speaking and Listening: Sharing Our Living Things Research Notebooks (15 minutes)

3. Closing

A. End of Module Reflection (15 minutes)
  • I can read my writing aloud using a strong and clear voice. (SL.K.6, L.K.6)
  • I can share information about living things with others. (SL.K.4, SL.K.6, L.K.6)
  • During each Work Time, observe as students present their work and engage with the classroom visitors. Use the Speaking and Listening Checklist to document progress toward SL.K.4 and SL.K.6 (see Assessment Overview and Resources).

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