Day/ Daily Learning Targets Anchor Text Activities

Lesson
1 I can gather facts from different resources to explain Birds Speaking and Listening: Noticing and Wondering about
(EL Unit 1) what I know about birds. (W.1.8) Birds
Shape Cards 1. Opening
(Bridges I can participate in a conversation about what I notice A. Engaging the Learner: Mystery Riddle (10 minutes)
Unit 5) and wonder about birds. (SL.1.1) Attribute Cards 2.Work Time
A. Reading Aloud: Birds (10 minutes)
I can list the names of different shapes and organize them B. Making Observations: Birds (10 minutes)
by attributes. C. Play Whats in the box (Bridges U5M1S1) (15
minutes)
3. Closing and Assessment
A. Structured Discussion: Sharing Our Notices and
Wonders (10 minutes)
B. Shared Writing: Notices and Wonders about Birds (5
minutes)
2 I can build onto others ideas while talking about what I Just Ducks Speaking, and Listening: Making Observations about Birds
know about birds. (SL.1.1b) 1. Opening
Birds A. Poem and Movement: Bird Walk Poem (10 minutes)
I can gather facts from different resources to explain 2.Work Time
what I know about birds. (W.1.8) Shape Cards A. Reading Aloud: Just Ducks (10 minutes)
B. Making Observations: Birds (10 minutes)
I can list the names of different shapes and organize them Attribute Cards C. Shape sorting with attribute cards (Bridges U5M1S2)
by attributes (15 minutes)
3. Closing and Assessment
A. Shared Writing: Notices and Wonders about Birds (10
minutes)
B. Independent Writing: Launching Birds Research
Notebooks (5 minutes)
3 I can use text features in Birds (Scholastic Discover Birds Reading and Writing: Group Research: Birds
More) to learn about what a bird is. (RI.1.5, RI.1.2, (Scholastic Discover More), Pages 45
RI.1.7, W.1.8) Shape Cards 1. Opening
A. Poem and Movement: Bird Walk Poem (5 minutes)
I can create and label an observational drawing of a Attribute Cards 2.Work Time
green bee eater. (W.1.8) A. Reading Aloud to Research Birds: Birds (Scholastic
Discover More), Pages 45 (15 minutes)
I can identify the names of shapes in my green bee eater B. Language Dive: Birds (Scholastic Discover More) (10
drawing and organize them by attributes minutes)
C. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
 A. Shared Writing: Classifying shapes in green bee eater
drawings. (10 minutes)
B. Working to Become Ethical People: Empathy (5
minutes)
4 I can read and find information about bird colors using Just Ducks Reading and Writing: Group Research: Birds (Scholastic
the texts Just Ducks and Birds (Scholastic Discover More). Discover
(RI.1.5, RI.1.3, RI.1.2, RI.1.7, RI.1.9, W.1.8) Birds More), Pages 67
1. Opening
I can create and label an observational drawing of a great A. Poem and Movement: Bird Walk Poem (10 minutes)
spotted woodpecker. (W.1.8) 2.Work Time
A. Engaging the Researcher: Just Ducks, Pages 1415 (5
I can identify the names of shapes in my great spotted minutes)
woodpecker drawing and add them to our bird shapes B. Reading Aloud to Research Bird Colors: Birds
anchor chart (Scholastic Discover More),
Pages 67 (15 minutes)
C. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Shared Writing: Classifying shapes in great spotted
woodpecker drawings. (10 minutes)
B. Working to Become Ethical People: Empathy (5
minutes)
5 I can read and find information about bird beaks using Just Ducks Reading and Writing: Group Research: Birds (Scholastic
the texts Just Ducks and Birds (Scholastic Discover
Discover More). (Make sure to include shape descriptions Birds More), Pages 1415
in the information discussed about the beaks) (RI.1.5, 1. Opening
RI.1.3, RI.1.2, RI.1.7, RI.1.9, W.1.8) A. Poem and Movement: Bird Walk Poem (10 minutes)
2.Work Time
I can create an observational drawing of a mallard duck A. Engaging the Researcher: Just Ducks, Pages 1011 (5
and label the body parts and their shapes. (W.1.8) minutes)
B. Reading Aloud to Research Bird Beaks: Birds
(Scholastic Discover More),
Pages 1415 (15 minutes)
C. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Shared Writing: Classifying shapes in mallard duck
drawings. (10 minutes)
B. Working to Become Ethical People: Empathy (5
minutes)
6 I can read and find information about bird feathers using Just Ducks Reading and Writing: Group Research: Birds (Scholastic
the texts Just Ducks and Birds (Scholastic Discover More). Discover
 (Make sure to include shape descriptions in the Birds More), Pages 89
information discussed about the feathers) (RI.1.5, RI.1.3, 1. Opening
RI.1.2, RI.1.7, RI.1.9, W.1.8) A. Developing Language: Adjectives (10 minutes)
2.Work Time
I can create an observational drawing of a peacock and A. Engaging the Researcher: Just Ducks, Pages 1617 (5
label the body parts and their shapes. (W.1.8) minutes)
B. Reading Aloud to Research Bird Feathers: Birds
(Scholastic Discover
More), Pages 89 (15 minutes)
C. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Shared Writing: Classifying shapes in peacock
drawings. (10 minutes)
B. Working to Become Ethical People: Empathy (5
minutes)
7 I can read and find information about bird feet using the Birds Reading and Writing: Group Research: Birds (Scholastic
text Birds (Scholastic Discover More). (Make sure to Discover
include shape descriptions in the information discussed More), Pages 1819
about the feet) (RI.1.5, RI.1.3, RI.1.2, RI.1.7, W.1.8) 1. Opening
A. Poem and Movement: Wandering through the Zoo
I can create an observational drawing of a bald eagle and Poem (10 minutes)
label the body parts and their shapes. (W.1.8) 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 1819 (15 minutes)
C. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Shared Writing: Classifying shapes in bald eagle
drawings. (10 minutes)
B. Working to Become Ethical People: Empathy (5
minutes)
8 I can read and find information about a new kind of bird Just Ducks Unit 1 Assessment: Birds (Scholastic Discover More), Pages
in the text Birds (Scholastic Discover More). 2021
(RI.1.5, RI.1.3, RI.1.2, RI.1.7, W.1.8) Birds 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 2021 (15 minutes)
C. Unit 1 Assessment: Birds (Scholastic Discover More),
Pages 2021 (20
minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
9 Choice of bird Independent Writing: Creating a Final Annotated Bird
I can create and label a final observational drawing of books Drawing
one of the birds in my Birds Research notebook. (W.1.8) 1. Opening
A. Poem and Movement: Wandering through the Zoo
Poem (10 minutes)
2.Work Time
A. Independent Writing: Birds Research Notebook (25
minutes)
B. Pinky Partners Protocol: Sharing Our Final Drawings
(10 minutes)
3. Closing and Assessment
A. Shared Writing: Classifying shapes in our final
drawings. (10 minutes)
A. Working to Become Ethical People: Empathy (5
minutes)
10 I can write one or more descriptive sentences to show my Science Talk Science Talk: What Makes a Bird a Bird?
learning about what makes a bird a bird. Anchor Chart 1. Opening
(W.1.8) A. Poem and Movement: Wandering through the Zoo
Poem (10 minutes)
I can participate in a Science Talk to show my learning 2.Work Time
about what makes a bird a bird. (SL.1.1, SL1.1a, SL.1.1b, A. Independent Writing: Preparing for a Science Talk (20
SL.1.2) minutes)
B. Science Talk Protocol: What Makes a Bird a Bird? (20
minutes)
3. Closing and Assessment
A. End of Unit Reflection (10 minutes)
11 I can closely view pictures to gather information about Flight School Reading, Speaking, and Listening: Bird Feathers and
(EL Unit 2) bird beaks and feathers. (W.1.8, SL.1.1) Beaks
1. Opening
I can participate in a conversation about what I observe A. Engaging the Learner: Mystery Bird Body Parts (10
and wonder about bird beaks and feathers. minutes)
(SL.1.1a, SL.1.1b) 2.Work Time
A. Reading Aloud: Flight School (10 minutes)
I can make observations about 3-D shapes and find B. Close Viewing Protocol: Observations about Beaks and
examples in the classroom and in the pictures of birds
 Feathers (20 minutes)
C. Find examples of 3-D shapes in the classroom (10
minutes)
3. Closing and Assessment
A. Shared Writing: Observations about Beaks and
Feathers (10 minutes)
12 I can determine the main idea of the text Feathers, Not Feathers, Not Just Introducing the Research Text: Feathers, Not Just for
Just for Flying. (RI.1.2, RI.1.7, W.1.7). for Flying Flying
1. Opening
I can describe the structure of the text Feathers, Not Just A. Song and Movement: Spied a Feather (10 minutes)
for Flying. (RI.1.5, SL.1.2) 2.Work Time
A. Reading Aloud to Determine Main Idea and Text
Structure: Feathers, Not Just for Flying (25 minutes)
B. Language Dive: Feathers, Not Just for Flying, Page 2 (15
minutes)
3. Closing and Assessment
A. Musical Circles Protocol: Reflecting on Learning (10
minutes)
13 I can use text features to research information about Feathers, Not Just Reading Aloud to Research and Take Notes: Feathers, Not
feathers using the text Feathers, Not Just for for Flying Just for
Flying. (RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, W.1.7, SL.1.2) Flying
1. Opening
I can explain the purpose of a semiplume feather using A. Developing Language: Say It with Similes (10 minutes)
pictures and words. (W.1. 8, L1.1f, L1.1.g) 2.Work Time
A. Reading Aloud to Research Feathers: Feathers, Not Just
I can find examples of 3-d shapes in the world outside. for Flying (20
minutes)
B. Outdoors observation of 3-D shapes and birds (10
minutes)
C. Independent Writing: Birds Research Notebook (10
minutes)
3. Closing and Assessment
A. Musical Circles Protocol: Reflecting on Learning (10
minutes)
14 I can contribute to the focus statement and detail Shared Writing, Part I: Birds Feathers Help Them
sentences in a piece of shared writing. (W.1.2, Survive
W.1.7, W.1.8) 1. Opening
A. Developing Language: Say It with Similes (10 minutes)
I can explain the purpose of a contour feather using 2.Work Time
pictures and words. (W.1.8, L1f, L1.g) A. Shared Writing: Drafting Focus Statement and First
Detail Sentences (25
minutes)
 B. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Musical Circles Protocol: Reflecting on Learning (10
minutes)
15 I can contribute to the second detail sentences and Shared Writing, Part II: Birds Feathers Help Them
conclusion in a piece of shared writing. (W.1.2, W.1.7, Survive
W.1.8) 1. Opening
A. Developing Language: Say It with Similes (10 minutes)
I can explain the purpose of a flight feather using 2.Work Time
pictures and words. (W.1.8, L.1f, L.1.g) A. Shared Writing: Drafting Second Detail Sentences and
Conclusion (25
minutes)
B. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Back-to-Back and Face-to-Face Protocol: Reflecting on
Learning (10
minutes)
16 I can research information about different types of bird Beaks! Research Reading, Session 1: Pages 3-4 of Beaks!
beaks using the text Beaks! and I can identify and 1. Opening
describe the attributes of the different shapes in the A. Developing Language: Volley for Vocabulary (10
different types of bird beaks. (RI.1.2, RI.1.5, minutes)
RI.1.6, RI.1.7, W.1.7) 2.Work Time
A. Reading Aloud to Research and Take Notes: Beaks!,
I can collaborate with classmates to discuss evidence Pages 34 (25
weve gathered about the Unit 2 guiding question. (SL.1.1, minutes)
SL.1.2) B. Shared Discussion: Reflecting on Unit 2 Guiding
Question (10 minutes)
C. Movement: Bird Simon Says (5 minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
17 I can research information about different types of bird Beaks! Research Reading, Session 2: Pages 5, 6, and 9 of Beaks!
beaks using the text Beaks! and I can identify and describe 1. Opening
the attributes of the different shapes in the different types A. Developing Language: Volley for Vocabulary (10
of bird beaks. (RI.1.2, RI.1.5, minutes)
RI.1.6, RI.1.7, W.1.7) 2.Work Time
A. Reading Aloud to Research and Take Notes: Beaks!,
I can explain the purpose of a hummingbirds beak using Pages 5, 6, and 9 (25
pictures and words. (W.1.8, L.1.1g) minutes)
B. Independent Writing: Birds Research Notebook (15
minutes)
 3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
18 I can research information about different types of bird Beaks! Research Reading, Session 3: Pages 11, 12, & 13 of Beaks!
beaks using the text Beaks! and I can identify and describe 1. Opening
the attributes of the different shapes in the different types A. Developing Language: Shades of Meaning Charades
of bird beaks. (RI.1.2, RI.1.5, (10 minutes)
RI.1.6, RI.1.7, W.1.7) 2.Work Time
A. Reading Aloud to Research and Take Notes: Beaks!,
I can collaborate with my classmates to discuss a Pages 1113 (25
sentence from the text Beaks! (SL.1.1, SL.1.2) minutes)
B. Language Dive: Beaks!, Page 13 (15 minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
19 I can research information about different types of bird Beaks! Research Reading, Session 4: Pages 14-16 of Beaks!
beaks using the text Beaks! and I can identify and describe 1 Opening
the attributes of the different shapes in the different types A. Developing Language: Shades of Meaning Charades
of bird beaks. (RI.1.2, RI.1.5, (10 minutes)
RI.1.6, RI.1.7, W.1.7) 2.Work Time
A. Reading Aloud to Research and Take Notes: Beaks!,
I can explain the purpose of a spoonbills beak using Pages 1416 (25
pictures and words. (W.1.8, L.1.1g) minutes)
B. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
20 I can write research notes about different types of bird Beaks! Research Reading, Session 5: Individual Notes from Beaks!
beaks. (W.1.8) 1. Opening
A. Song and Movement: Birds in the Wilderness (10
I can participate in a Science Talk to show my learning minutes)
about how a birds beak helps it survive. (SL.1.1, SL.1.2) 2.Work Time
A. Independent Writing: Preparing for Science Talk (20
minutes)
B. Science Talk Protocol: How Does a Birds Beak Help It
Survive? (20
minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
21 I can analyze a model to learn about the parts of an Shared Written Research Writing: Analyzing a Model
informative paragraph. (W.1.2, W.1.8) Bird Paragraph 1. Opening
A. Song and Movement: Birds in the Wilderness (10
I can draw a bird beak by using accurate shapes and minutes)
colors. (W.1.7) 2.Work Time
 A. Research Writing: Analyzing a Model (25 minutes)
B. Independent Writing: Birds Research Notebook (15
minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
22 I can draft the focus statement and detail sentences of Shared Written Research Writing: Drafting the Focus Statement and Detail
(Bridges my beaks informative paragraph using evidence from my Bird Paragraph Sentences of My Beaks Informative Paragraph
research. (W.1.2, W.1.7, W.1.8) 1. Opening
Unit 6) A. Song and Movement: Birds in the Wilderness (5
I can use evidence to explain the type of beak that is best minutes)
for crushing seeds. (W.1.8) 2.Work Time
A. Research Writing: Drafting the Focus Statement and
I can solve addition and subtraction problems with birds Detail Sentences (25
on branches. minutes)
B. Engaging the Scientist: Beaks That Crush Challenge
(10 minutes)
C. Addition with ten frames and double ten frames
represented by birds on branches (Bridges U6M1S1) (15
minutes)
3. Closing and Assessment
A. Reflecting on Learning (5 minutes)
23 I can draft the detail sentences and conclusion statement Shared Written Research Writing: Drafting the Detail Sentences and the
of my informative paragraph using evidence from my Bird Paragraph Conclusion Statement of My Beaks Informative Paragraph
research. (W.1.2, W.1.7, W.1.8) 1. Opening
A. Song and Movement: Birds in the Wilderness (5
I can use evidence to explain the type of beak that is best minutes)
for scooping fish. (W.1.8) 2.Work Time
A. Research Writing: Drafting the Detail Sentences and
I can solve addition problems with 10 and another Conclusion Statement
number using flocks of ducks (25 minutes)
B. Engaging the Scientist: Beaks That Scoop Challenge
(10 minutes)
C. Addition with 10 and a number represented by flocks
of ducks and individual ducks (Bridges U6M1S2) (15
minutes)
3. Closing and Assessment
A. Reflecting on Learning (5 minutes)
24 I can plan my informative paragraph by choosing Shared Written Research Writing: Preparing a Writing Organizer
evidence from research to use in my writing. Bird Paragraph 1. Opening
(W.1.2, W.1.7, W.1.8) A. Song and Movement: Birds in the Wilderness (5
minutes)
I can use evidence to explain the type of beak that is best 2.Work Time
 for digging for worms. (W.1.8) A. Research Writing: Preparing a Writing Organizer (20
minutes)
I can discuss the relationship between the number eagle B. Engaging the Scientist: Beaks That Dig Challenge (10
eyries (nests) and the number of eagles in a tree. minutes)
C. Doubles and the 2 to 1 or doubling ratio represented by
pairs of eagles and nests (Bridges U6M1S3) (15 minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
25 I can participate in a Science Talk to show my learning Shared Written Unit 2 Assessment, Part I: Drafting the Focus Statement
about how birds body parts help them survive. (SL.1.1, Bird Paragraph and Detail
SL.1.1a, SL.1.2) Sentences
1. Opening
I can draft the focus statement and detail sentences of A. Developing Language: Vocabulary Sorting (10
my informative paragraph using evidence from my minutes)
research. (W.1.2, W.1.7, W.1.8) 2.Work Time
A. Science Talk Protocol: How Do Birds Use Their Body
Parts to Survive? (15
minutes)
B. Unit 2 Assessment, Part I: Writing the Focus
Statement and Detail
Sentences (30 minutes)
3. Closing and Assessment
A. Sit, Kneel, Stand Protocol: Reflecting on Learning (5
minutes)
26 I can draft detail sentences and a conclusion statement Shared Written Unit 2 Assessment, Part II: Drafting Detail Sentences and
of my informative paragraph using evidence from my Bird Paragraph Conclusion Statement
research. (W1.2, W.1.7, W.1.8) 1. Opening
A. Developing Language: Vocabulary Sorting (5 minutes)
2.Work Time
A. Unit 2 Assessment, Part II: Drafting Detail Sentences
and Concluding
Statement (30 minutes)
B. Independent Writing: Revising Our Work (15 minutes)
3. Closing and Assessment
A. Musical Circles Protocol: Revisiting Our Class Goals
(10 minutes)
27 I can add scientific drawings to my informative Shared Written Speaking and Listening: Sharing our Informative Writing
paragraph about birds. (W.1.8) Bird Paragraph 1. Opening
A. Developing Language: Find My Match (10 minutes)
I can share and celebrate my work with others. (SL.1.2) 2.Work Time
A. Independent Writing: Adding Pictures to Match Our
Text (20 minutes)
 B. Sharing Our Work: Informative Paragraphs (20
minutes)
3. Closing and Assessment
A. Musical Circles Protocol: Revisiting Our Class Goals
(10 minutes)
28 I can identify criteria for writing our Expert Bird Riddle Little Kids First Speaking and Listening: Launching the Performance Task
(EL Unit 3) cards. (W.1.8, SL.1.1c, SL.1.3) Big Book of Birds and Unit
Guiding Question
I can use text features and illustrations to answer 1. Opening
questions using the text Little Kids First Big Book of A. Riddle Discussion Protocol: Mystery Bird Riddle #1
Birds. (RI.1.1, RI.1.5, RI.1.7) (10 minutes)
2.Work Time
I can discuss different subtraction strategies with my A. Generating Criteria: Expert Bird Riddle Cards (15
classmates as I solve problems about eagles fishing. minutes)
B. Exploring the Text: Little Kids First Big Book of Birds (10
minutes)
C. Fishing for Subtraction Strategies (Bridges U6M1S5)
(20 minutes)
3. Closing
A. Engaging the Learner: Voting on Expert Birds (5
minutes)
29 I can research information about the cardinal using the Little Kids First Speaking and Listening: Analyzing an Expert Bird
beaks and feathers class notes. (RI.1.6, RI.1.7, W.1.7, Big Book of Birds Scientific
W.1.8) Drawing Card
1. Opening
I can create criteria for our Expert Bird Scientific A. Riddle Discussion Protocol: Mystery Bird Riddle #2 (5
Drawing cards. (W.1.8, SL.1.1c, SL.1.3) minutes)
2. Work Time
I can use double-flap dot cards to create fact families. A. Reading Aloud to Research and Take Notes: Beaks and
Feathers Class
Notes (10 minutes)
B. Launching Expert Bird Scientific Drawing Cards:
Austins Butterfly (10
minutes)
C. Generating Criteria: Expert Bird Scientific Drawing
Cards (10 minutes)
D. Double Flap Dot Cards 10 to 20 (Bridges U6M2S1) (20
minutes)
3. Closing
A. Sit, Kneel, Stand Protocol: Scientific Drawing Criteria
(5 minutes)
30 I can research information about my expert bird using Little Kids First Reading and Writing: Expert Birds Day 1
 the beaks and feathers class notes. (RI.1.6, RI.1.7, W.1.7, Big Book of Birds 1. Opening
W.1.8) A. Riddle Discussion Protocol: Mystery Bird Riddle #3 (5
minutes)
I can draw a sketch of my expert bird that shows my 2.Work Time
understanding of shape and size. (W.1.7) A. Reading Independently to Research and Take Notes:
Beaks and Feathers Class Notes (15 minutes)
I can create a double flap picture card and a write word B. Making Observations: Scientific Drawing, Shape, and
problem about my expert bird using that picture card. Size (15 minutes)
C. Double Flap Bird Picture Cards (Bridges U6M2S2) (20
minutes)
3. Closing and Assessment
A. Peer Feedback: Expert Bird Drawing, Draft 1 (5
minutes)
31 I can research information about the cardinal using the Little Kids First Reading and Writing: Modeling Research with Little Kids
text Little Kids First Big Book of Birds. (RI.1.6, RI.1.7, Big Book of Birds First Big
W.1.7, W.1.8) Book of Birds
1. Opening
I can draw a sketch of my expert bird that shows my A. Riddle Discussion Protocol: Mystery Bird Riddle #4 (5
understanding of placement and details. (W.1.7) minutes)
2.Work Time
I can work with my classmates to determine if a number A. Reading Aloud to Research and Take Notes: Little Kids
is a pair by working with penguins marching two-by-two. First Big Book of Birds (15 minutes)
B. Making Observations: Scientific Drawing, Placement,
and Details (15 minutes)
C. Penguins Marching 2-by-2 (Bridges U6M2S3) (20
minutes)
3. Closing and Assessment
A. Peer Feedback: Expert Bird Drawing, Draft 2 (5
minutes)
32 I can research information about my expert bird using Little Kids First Reading and Writing: Expert Birds, Day 2
the text Little Kids First Big Book of Birds. (RI.1.6, RI.1.7, Big Book of Birds 1. Opening
W.1.7, W.1.8) A. Riddle Discussion Protocol: Mystery Bird Riddle #5
(10 minutes)
I can draw an accurate scientific drawing of my expert 2.Work Time
bird. (W.1.7) A. Reading Independently to Research and Take Notes
and Creating Scientific Drawings: Little Kids First Big Book
I can solve addition and subtraction word problems. of Birds, Group A (20 minutes)
(U6M3S1) B. Bird Problems: Joining, (Bridges U6M3S1) Group B
(20 minutes)
(Groups switch after 20 minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
33 I can research information about my expert bird using Little Kids First Reading and Writing: Expert Birds, Day 3
the text Little Kids First Big Book of Birds. (RI.1.6, RI.1.7, Big Book of Birds 1. Opening
W.1.7, W.1.8) A. Building Vocabulary: Interactive Word Wall (5
minutes)
I can draw an accurate drawing of my expert bird on my 2.Work Time
Expert Bird Scientific Drawing card. (W.1.7) A. Reading Independently to Research and Take Notes:
Little Kids First Big Book of Birds (15 minutes)
I can solve addition and subtraction word problems. B. Peer Feedback: Expert Bird Drawing, Draft 3 (5
(U6M3S2) minutes)
C. Bird Problems: Separating (Bridges U6M3S2) (15
minutes)
D. Making Observations: Expert Bird Scientific Drawing
Card (10 minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
34 I can research information about my expert bird using Little Kids First Reading and Writing: Expert Birds, Day 4
the text Did You Know? (RI.1.6, RI.1.7, W.1.7, W.1.8) Big Book of Birds 1. Opening
A. Building Vocabulary: Interactive Word Wall (5
I can prepare and plan for a Science Talk using my minutes)
expert bird research. (W.1.7) 2.Work Time
A. Reading Independently to Research and Take Notes:
I can solve addition and subtraction word problems. Did You Know? (20
(U6M3S3) minutes)
B. Counting Penguin Feathers (Bridges U6M3S3) (15
minutes)
C. Preparing for a Science Talk (10 minutes)
3. Closing and Assessment
A. Reflecting on Learning (10 minutes)
35 I can participate in a Science Talk about how my bird Little Kids First Unit 3 Assessment: How Do Specific Birds Use Their Body
uses its body to survive. (SL.1.1c, SL 1.5) Big Book of Birds Parts to Survive?
1. Opening
Notes A. Building Vocabulary: Interactive Word Wall (10
minutes)
2.Work Time
A. Engaging the Learner: Introducing the Unit 3
Assessment and Expert Bird
Puppets (5 minutes)
B. Unit 3 Assessment with Group A: Science Talk (20
minutes
C. Unit 3 Assessment with Group B: Science Talk (20
minutes)
3. Closing and Assessment
A. Reflecting on Learning (5 minutes)
36 I can write a riddle about my expert bird that teaches the Little Kids First Independent Writing: Expert Bird Riddle
reader how the bird uses its body parts to survive. (W.1.7, Big Book of Birds 1. Opening
L1.1f, L1.1g, L1.2b, L1.2d, L.1.2e) A. Song and Movement: Amazing Birds (10 minutes)
Notes 2.Work Time
I can write a word problem using my expert birds as the A. Shared Writing: Model Riddle and Word Problem (15
subject of the problem. minutes)
B. Independent Writing: Expert Bird Riddle (30 minutes)
3. Closing and Assessment
A. Back-to-Back and Face-to-Face Protocol: Reflecting on
Learning (5
minutes)
37 I can give kind, specific, and helpful feedback to help my Bird Riddles Using Feedback to Revise: Expert Bird Riddles
classmates to strengthen their writing. (SL.1.1a) 1. Opening
A. Song and Movement: Amazing Birds (10 minutes)
I can use feedback from my teacher and classmates to 2.Work Time
strengthen my own writing. (W.1.5, L.1.1f) A. Peer Feedback: Expert Bird Riddles (15 minutes)
B. Independent Writing: Using Feedback to Edit and
Revise Expert Bird
Riddles (30 minutes)
3. Closing and Assessment
A. Reflecting on Learning (5 minutes)
38 I can share my Expert Bird Riddle card using a loud and Bird Riddles Speaking and Listening: Preparing for the End of Module
clear voice. (SL.1.4) Celebration
1. Opening
I can answer questions about my Expert Bird Riddle card A. Song and Movement: Amazing Birds (5 minutes)
using complete sentences. (SL 1.6) 2.Work Time
A. Speaking and Listening: Preparing to Share Our Work
(15 minutes)
B. Speaking and Listening: Reflecting on Our Learning as
Researchers (15
minutes)
C. Developing Language: Playing the Riddle Matching
Game (15 minutes)
3. Closing and Assessment
A. Musical Circles Protocol: Reflecting on Learning (10
minutes)
39 I can share my Expert Bird Riddle card using a loud and Bird Riddles Speaking and Listening: Sharing and Celebrating Our
clear voice. (SL.1.4) Work
1. Opening
I can answer questions about my Expert Bird Riddle card A. Song and Movement: Amazing Birds (10 minutes)
using complete sentences. (SL 1.6) 2.Work Time
A. Celebrating Our Learning: Sharing Our Work (20
minutes)
B. Celebrating Our Learning: Playing the Riddle
Matching Game (15 minutes)
3. Closing and Assessment
A. End of Module Reflection (15 minutes)