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ELA G1:M3:U1

Learning to Read Informational Texts: Building Background Knowledge about Birds

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: Noticing and Wondering about Birds
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mystery Riddle (10 minutes)

2. Work Time

A. Reading Aloud: Birds (10 minutes)

B. Making Observations: Birds (20 minutes)

3. Closing and Assessment

A. Structured Discussion: Sharing Our Notices and Wonders (10 minutes)

B. Shared Writing: Notices and Wonders about Birds (10 minutes)
  • I can gather facts from different resources to explain what I know about birds. (W.1.8)
  • I can participate in a conversation about what I notice and wonder about birds. (SL.1.1, SL.1.1a, SL.1.1b)
  • During Work Time B, use the Writing Checklist to track students' progress toward W.1.8 (see Assessment Overview and Resources).
  • During the Closing and Assessment A, use the Speaking and Listening Checklist to monitor students' progress toward SL.1.1a and SL.1.1b (see Assessment Overview and Resources).

Lesson 2Speaking, and Listening: Making Observations about Birds
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Walk” Poem (10 minutes)

2. Work Time

A. Reading Aloud: Just Ducks (10 minutes)

B. Making Observations: Birds (20 minutes)

3. Closing and Assessment

A. Shared Writing: Notices and Wonders about Birds (10 minutes)

B. Independent Writing: Launching Birds Research Notebooks (10 minutes)
  • I can build onto others' ideas while talking about what I know about birds. (SL.1.1, SL.1.1a, SL.1.1b)
  • I can gather facts from different resources to explain what I know about birds. (W.1.8)
  • During Work Time B, use the Speaking and Listening Checklist to monitor students' progress toward SL.1.1a and SL.1.1b (see Assessment Overview and Resources).
  • During the Closing and Assessment B, look at students' Birds Research notebooks to track their progress toward W.1.8.

Lesson 3Reading and Writing: Group Research: Birds (Scholastic Discover More), Pages 4–5
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Walk” Poem (5 minutes)

2. Work Time

A. Reading Aloud to Research Birds: Birds (Scholastic Discover More), Pages 4–5 (20 minutes)

B. Language Dive: Birds (Scholastic Discover More) (10 minutes)

C. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Working to Become Ethical People: Empathy (10 minutes)
  • I can use text features in Birds (Scholastic Discover More) to learn about what a bird is. (RI.1.2, RI.1.5, RI.1.7, W.1.8)
  • I can create and label an observational drawing of a green bee eater. (W.1.8)
  • During the Opening, observe students as they begin to distinguish shades of meaning among adjectives and gather data on their progress toward L.1.5d.
  • During the read-aloud in Work Time A, use the Reading Informational Text Checklist to track students' progress toward RI.1.2, RI.1.3, RI.1.5, and RI.1.7 (see Assessment Overview and Resources).
  • During the Closing, circulate and observe students as they complete page 2 in their Birds Research notebook. Watch for students to draw and label what they observed about the green bee eater to gather data on their progress toward W.1.8.

Lesson 4Reading and Writing: Group Research: Birds (Scholastic Discover More), Pages 6–7
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Walk” Poem (10 minutes)

2. Work Time

A. Engaging the Researcher: Just Ducks, Pages 14–15 (5 minutes)

B. Reading Aloud to Research Bird Colors: Birds (Scholastic Discover More), Pages 6–7 (20 minutes)

C. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Working to Become Ethical People: Empathy (10 minutes)
  • I can read and discuss information about bird colors using the texts Just Ducks and Birds (Scholastic Discover More). (RI.1.2, RI.1.3, RI.1.5, RI.1.7, RI.1.9, SL.1.1, Sl.1.2)
  • I can create and label an observational drawing of a great spotted woodpecker.  (W.1.8)
  • Continue to gather data on students' progress toward L.1.5d as you observe them distinguish shades of meaning among adjectives.
  • Continue to use the Reading Informational Text Checklist during the reading aloud to research in Work Time A to track students' progress toward RI.1.2, RI.1.3, RI.1.5, RI.1.7, and RI.1.9 (see Assessment Overview and Resources).
  • Continue to gather data on students' progress toward W.1.8 as you observe them draw and label what they observe about the great spotted woodpecker.

Lesson 5Reading and Writing: Group Research: Birds (Scholastic Discover More), Pages 14–15
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Bird Walk” Poem (10 minutes)

2. Work Time

A. Engaging the Researcher: Just Ducks, Pages 10–11 (5 minutes)

B. Reading Aloud to Research Bird Beaks: Birds (Scholastic Discover More), Pages 14–15 (20 minutes)

C. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Working to Become Ethical People: Empathy (10 minutes)
  • I can read and discuss information about bird beaks using the texts Just Ducks and Birds (Scholastic Discover More). (RI.1.2, RI.1.3, RI.1.5, RI.1.7, RI.1.9, SL.1.1, SL.1.2)
  • I can create and label an observational drawing of a mallard duck. (W.1.8, L.1.1f)
  • Continue to gather data on students' progress toward L.1.5d as you observe them distinguish shades of meaning among adjectives.
  • Continue to use the Reading Informational Text Checklist during the reading aloud to research bird beaks in Work Time A to track students' progress toward RI.1.2, RI.1.3, RI.1.5, RI.1.7, and RI.1.9 (see Assessment Overview and Resources).
  • During the Closing, circulate and observe students as they complete the Birds Research notebook. Watch for students to draw and label what they observe and accurately use descriptive adjectives to describe birds to gather data on their progress toward W.1.8 and L.1.1f.

Lesson 6Reading and Writing: Group Research: Birds (Scholastic Discover More), Pages 8–9
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Adjectives (10 minutes)

2. Work Time

A. Engaging the Researcher: Just Ducks, Pages 16–17 (5 minutes)

B. Reading Aloud to Research Bird Feathers: Birds (Scholastic Discover More), Pages 8–9 (20 minutes)

C. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Working to Become Ethical People: Empathy (10 minutes)
  • I can read and discuss information about bird feathers using the texts Just Ducks and Birds (Scholastic Discover More). (RI.1.2, RI.1.3, RI.1.5, RI.1.7, RI.1.9, SL.1.1, SL.1.2)
  • I can create and label an observational drawing of a peacock. (W.1.8, L.1.1f, L.1.5d)
  • Continue to gather data on students' progress toward L.1.5d as you observe students distinguish shades of meaning among adjectives.
  • Continue to use the Reading Informational Text Checklist during the reading aloud to research bird feathers in Work Time A to track students' progress toward RI.1.5, RI.1.3, RI.1.2, RI.1.7, and RI.1.9 (see Assessment Overview and Resources).
  • Continue to gather data on students' progress toward W.1.8, L.1.1f, and L.1.5d as you observe them draw, label, and write using descriptive adjectives about the peacock.

Lesson 7Reading and Writing: Group Research: Birds (Scholastic Discover More), Pages 18–19
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Wandering through the Zoo” Poem (10 minutes)

2. Work Time

A. Engaging the Researcher: Mallard Duck Feet Observation (5 minutes)

B. Reading Aloud to Research Bird Feet: Birds (Scholastic Discover More), Pages 18–19 (20 minutes)

C. Independent Writing: Birds Research Notebook (15 minutes)

3. Closing and Assessment

A. Working to Become Ethical People: Empathy (10 minutes)
  • I can read and discuss information about bird feet using the text Birds (Scholastic Discover More). (RI.1.2, RI.1.3, RI.1.5, RI.1.7, SL.1.1, SL.1.1a, SL.1.2)
  • I can create and label an observational drawing of a bald eagle. (W.1.8, L.1.1f, L1.5d)
  • During the Opening, use the Language Checklist to gather data on students' progress toward L.1.1f and L.1.5d.
  • Continue to use the Reading Informational Text Checklist during the reading aloud to research in Work Time B to track students' progress toward RI.1.5, RI.1.3, RI.1.2, RI.1.7, and RI.1.9 (see Assessment Overview and Resources).
  • Continue to gather data in Work Time C on students' progress toward W.1.8, L.1.1f, and L.1.5d as you observe them draw, label, and write using descriptive adjectives.

Lesson 8Unit 1 Assessment: Birds (Scholastic Discover More), Pages 20–21
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Wandering through the Zoo” Poem (10 minutes)

2. Work Time

A. Engaging the Researcher: Just Ducks, Page 10 (5 minutes)

B. Reading Aloud to Research Birds of Prey: Birds (Scholastic Discover More), Pages 20–21 (15 minutes)

C. Unit 1 Assessment: Birds (Scholastic Discover More), Pages 20–21 (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)
  • I can find information and answer questions about a new kind of bird in the text Birds (Scholastic Discover More). (RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.7, W.1.8, SL.1.2)
  • During the Opening, use the Language Checklist to gather data on students' progress toward L.1.1f and L.1.5d (see Assessment Overview and Resources).
  • Use the reflection on learning in the Closing to assess students' internalization of reading skills and to adjust future lessons.

Lesson 9Independent Writing: Creating a Final Annotated Bird Drawing
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Wandering through the Zoo” Poem (10 minutes)

2. Work Time

A. Independent Writing: Birds Research Notebook (30 minutes)

B. Pinky Partners Protocol: Sharing Our Final Drawings (10 minutes)

3. Closing and Assessment

A. Working to Become Ethical People: Empathy (10 minutes)
  • I can create and label a final observational drawing of one of the birds in my Birds Research notebook. (W.1.8, L1.1f, L.1.5d)
  • I can use the classroom discussion norms to talk with a partner about my final observational drawing. (SL.1.1, SL.1.1a, SL.1.2)
  • During the Opening, use the Language Checklist to gather data on students' progress toward L.1.1f and L.1.5d (see Assessment Overview and Resources).
  • Monitor students' conversations by using the Classroom Discussion Norms anchor chart to support students who may need guidance or reminders. (SL1.1, SL1.1a, SL.1.2)

Lesson 10Science Talk: What Makes a Bird a Bird?
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “Wandering through the Zoo” Poem (10 minutes)

2. Work Time

A. Independent Writing: Preparing for a Science Talk (20 minutes)

B. Science Talk Protocol: What Makes a Bird a Bird? (20 minutes)

3. Closing and Assessment

A. End of Unit Reflection (10 minutes)
  • I can write one or more descriptive sentences to show my learning about what makes a bird a bird. (W.1.8)
  • I can participate in a Science Talk to show my learning about what makes a bird a bird. (SL.1.1, SL1.1a, SL.1.1b, SL.1.2)
  • Use the Speaking and Listening Checklist to monitor students' progress toward SL 1.1a and SL.1.1b (see Assessment Overview and Resources).

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