€¦ · web view · 2017-11-09cc.1.1.1.d know and apply grade-level phonics and word analysis...

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Fegley Subject : ELA Proposed Dates: Nov 13-Dec 21 Grade Level (s): First Grade

Building : WHEMS

Unit Plan

Unit Title: Our Community

Essential Questions: What makes a community? What jobs need to be done in a community? What buildings do you know? What are they made of? Where do animals live together? How do people help out in the community? How can you find your way around? How does your community affect you? How can you become involved in your community? How does our culture and background affect your community? Are we more alike or different?

Standards: PA Core Standards

CC.1.1.1.B Demonstrate understanding of the organization and basic features of print

CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds

CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words

CC.1.1.1.E Read with accuracy and fluency to support comprehension

CC.1.2.1.A Identify main idea and retell key details of text

CC.1.2.1.B Ask and answer questions about key details in a text

CC.1.2.1.C Describe connection between two individuals, events, ideas, or pieces of information in a text

CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text

CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas

CC.1.2.1.H Identify the reasons an author gives to support points in a text

CC.1.2.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal

Connections and relationships between words and phrases

CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson

CC.1.3.1.B Ask and answer questions about key details in a text

CC.1.3.1.C Describe characters, settings, major events in a story, using key details

CC.1.3.1.D Identify who is telling the story at various points in a text

CC.1.3.1.E Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types

CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events

CC.1.3.1.H Compare and contrast the adventures and experiences of characters in stories

CC.1.4.1.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.1.M Write narratives to develop real or imagined experiences or events

CC.1.4.1.N Establish who and what the narrative will be about

CC.1.4.1.O Include thoughts and feelings to describe experiences and events

CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure

CC.1.4.1.Q Use a variety of words or phrases

CC.1.4.1.R Demonstrate a grade appropriate command of the convections of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting, or a day or

two) for a range of discipline-specific tasks, purposes, and audiences

CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups

CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking/answering questions about key

Details and requesting clarification if something is not understood

CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood

CC.1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

CC.1.5.1.E Produce complete sentences when appropriate to task and situation

CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking, based on Grade 1 level and content

Summative Unit Assessment : Unit 2 Assessment, McGraw Hill

Summative Assessment Objectives Assessment Method (check one)

Students will demonstrate understanding of phonemic awareness (phoneme blending/segmentation and phoneme substitution), phonics (short vowel u, ending consonant blends –nk, -nt, -nd, -st, -sk, -mp, -sp; digraphs th, sh, -ng, ch, -tch, wh, ph; inflectional endings –ed, -ing; contractions with ‘s; high-frequency words), comprehension skills (character/setting/events; use illustrations; main topic and key details) and language conventions (nouns, singular/plural; possessives; common/proper) with 85% accuracy on Unit 2 Assessment.

____ Rubric ___ Checklist __X__ Unit Test ____ Group____ Student Self-Assessment

____ Other (explain)

DAILY PLAN

Day Objective (s)DOK

LEVELActivities / Teaching Strategies

Grou

ping Materials / Resources Assessment of Objective (s)

1 Students will- review and discuss essential question with a peer

Students will- use problem solving strategy make and confirm predictions to demonstrate understanding of a text

Students will- correctly blend at least 5 words with short e from the list provided

Students will- correctly spell words with short e using whiteboards with less than 2 errors

Students will- read high-frequency words again, help, new, there, use and use correctly in a sentence (words will be added to word ring)

Students will- read decodable text with 2 or less errors with a partner

Students will- correctly identify

1

2

3

Direct Instruction/Teacher modeling/Interactive Instruction

- Text pages T8-T-19 (Week 1 Day 1) Use as guideW

S

I

Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers

Formative- thumbs up/down; choral response; think, pair, share; observation; questioning

Summative-

Student Self - Assessment- discussion

and circle nouns in a sentence with 2 or less errors

2


Students will- correctly isolate a phoneme in a word orally without error

Students will- correctly use inflectional ending –ed to verb orally and/or in a sentence without error

Students will- reread “Good Job, Ben!” with a partner and describe characters, setting, events and complete graphic organizer

Students will- correctly identify nouns in a sentence orally without error

Students will- correctly place commas in a series with 2 or less errors

1

2

3


- Text pages T20-29 (Week 1 Day 2) use as guideW

S

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Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-frequency word cards; overhead projector; computer; word ring


Summative-


3 Students will- correctly blend at least 5 words with short e from the list provided

1

2


- Text pages T30-37 (Week 1 Day 3) Use as guideW



Students will- correctly use inflectional ending –ed to verb orally and/or in a sentence without error

Students will- spell short e words from a spelling list with less than 2 errors

Students will- apply comprehension skill characters, setting, events to discuss realistic fiction “The Red Hat” using a graphic organizer

Students will- use text evidence to retell story with help of peers and/or teacher

Students will- write draft about someone who has a job in the community using graphic organizer

3

I

S

Summative-

Student Self - Assessment-

discussion

4 Students will- compare and contrast literature and nonfiction text orally using Venn diagram

Students will- identify labels in nonfiction text with a partner

Students will- correctly isolate a

1

2

3


- Text pages T38-43 (Week 1 Day 4) use as guide

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Summative-

phoneme in a word orally without error

Students will- read high-frequency words to a partner using word ring with less than 2 errors

Students will- revise story draft after conferencing with teacher


5

Students will- write final draft of story with less than 3 errors

Students will- make text connections about jobs in a community using graphic organizer with help from teacher

Students will- write an analysis about one of the stories throughout the week to explain why author used characters, setting, and events to tell about jobs with help from teacher

Students will- reread leveled readers in a small group or with a partner to build fluency/comprehension

1

2

3


- Text pages T46-51 (Week 1 Day 5) use as guide

W

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Formative-- thumbs up/down; choral response; think, pair, share; observation; questioning

Summative- spelling test – words with short e

Weekly Skills Test



1 Direct Instruction/Teacher modeling/Interactive Instruction

W Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-

Formative- thumbs up/down; choral response; think, pair, share;


Students will- correctly blend at least 5 words with short u from the list provided

Students will- correctly spell words with short u using whiteboards with less than 2 errors

Students will- read high-frequency words could, live, one, then, three and use correctly in a sentence (words will be added to word ring)

Students will- read decodable text with 2 or less errors with a partner

Students will- correctly identify the singular/plural nourn in a sentence with 2 or less errors

2

3

- Text pages T86-T97 (Week 2 Day 1) use as guide

I

frequency word cards; overhead projector; computer; word ring

observation; questioning

Summative- Diagnostic Assessment


discussion

7 Students will- use problem solving strategy make and confirm predictions to demonstrate understanding of a text

1

2

Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction

- Text pages T98-T107 (Week 2 Day 2) Use as guideW

Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-


Students will- correctly identify a phoneme in a word orally without error

Students will- correctly identify a contraction with ‘s orally and/or in a sentence without error

Students will- reread “Cubs in a Hut!” with a partner and describe characters, setting, events and complete graphic organizer

Students will- correctly identify singular/plural nouns in a sentence orally without error

Students will- correctly place apostrophe in a contraction with 2 or less errors

3

4 I

S

building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers Summative-


discussion

8 Students will- correctly blend at least 5 words with short u from the list provided

Students will- correctly use contractions with ‘s orally and/or in a sentence without error

1

2

3

4


- Text pages T108-T115 (Week 2 Day 3) Use as guideW

I

S

Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers


Summative-


Students will- spell short u words from a spelling list with less than 2 errors

Students will- apply comprehension skill characters, setting, events to discuss fantasy story “The Pigs, the Wolf, and the Mud” using a graphic organizer


Students will- write draft about a story using sequence charts with help from teacher

discussion

9 Students will- compare and contrast fantasy story and nonfiction text about different homes

Students will- identify captions in nonfiction text with a partner

Students will- correctly identify the same phoneme in a group of words orally without error

Students will- read high-frequency

1

2

3

4


- Text pages T116-T123 (Week 2 Day 4) use as guideW

I

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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers


Summative-


words to a partner using word ring with less than 2 errors

Students will- revise story draft after conferencing with teacher

Students will- draw and label a building with help from a partner

10

Students will- write final draft of story with less than 3 errors

Students will- make text connections about buildings and what they are made of using graphic organizer with help from teacher

Students will- write an analysis about one of the stories throughout the week to explain why author used characters, setting, and events to tell about buildings with help from teacher


1

2

3

4


- Text pages T124-T129 (Week 2 Day 5) use as guide

W

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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers


Summative- spelling test – short u words


Discussion; writing conferences


1

2


- Text pages T164-175 (Week 3 Day 1) Use as guide

W

I

Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring;


Students will- use problem solving strategy Reread to demonstrate understanding of a text

Students will- categorize and blend words with ending blends orally without error

Students will- correctly spell words with end blends using whiteboards with less than 2 errors

Students will- read high-frequency words eat, no, of, under, who and use correctly in a sentence (words will be added to word ring)

Students will- read “The Best Spot” with a partner, identifying HF and end-blend words

Students will- correctly identify and circle possessive nouns in sentences with less than 2 errors

3 S high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal

Summative-

Student Self - Assessment- discussion; interactive reading journal

12 Students will- use problem solving strategy Reread to demonstrate understanding of a text

Students will- correctly blend phonemes with end blends to make a word orally without error

1

2

3

Direct Instruction/Teacher modeling/Interactive Instruction/

- Text pages T176-T185(Week 3 Day 2) Use as guideW

I

S

Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal


Summative-

Students will- correctly add inflectional ending –ing to verbs and use orally in a sentence


Students will- identify main topic and key details in story “The Best Spot” and correctly list on graphic organizer with help from teacher


13 Students will- correctly substitute phonemes orally with less than 2 errors

Students will- correctly add inflectional ending –ing to verbs and use orally in a sentence

Students will- spell words with end blends from a spelling list with less than 2 errors

Students will- apply comprehension strategy Reread to discuss nonfiction text “At a Pond” with a partner

1

2

3


- Text pages T186-T193 (Week 3 Day 3) Use as guide

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Summative-



Students will- write sentences that explain using correct punctuation and word order

14

Students will- compare and contrast nonfiction text and a poem orally with a partner


Students will- revise sentences that explain with help from teacher

Students will- make a collage about a habitat and the animals that live in it

1

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Summative-


15 Students will- make text onnections between the stories read throughout the week using graphic organizer in a small group

Students will- write an analysis using sentence frames to show how author used key details with help from teacher

Students will- reread leveled

1

2

3



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Summative- spelling test – words with end blends

Weekly Skills Test

readers in a small group or with a partner to build fluency/comprehension





Students will- correctly isolate initial and final sounds orally without error

Students will- blend at least 5 words with digraphs th, sh, ng from list displayed on projector

Students will- correctly spell words with th, sh, ng using whiteboards with less than 2 errors

Students will- read high-frequency words all, call, day, her, want and use correctly in a sentence (words



W

I

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Summative-


will be added to word ring)

Students will- read “Thump Thump Helps Out” with a partner, identifying HF and short i words

Students will- identify common and proper nouns in a sentence with less than 2 errors

17


Students will- categorize phonemes with th, sh, ng orally without error

Students will- correctly sort digraphs sh, th, ng on a chart and read words chorally without error


Students will- identify characters, setting, events in the story “Thump Thump Helps Out” on a graphic organizer with a partner

1

2



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Summative-


18

Students will- correctly blend and read at least 5 words with digraphs th, sh, ng from a list provided

Students will- spell words with digraphs sh, th, ng from a spelling list with less than 2 errors

Students will- apply comprehension strategy Reread to discuss fantasy “Nell’s Books” and find characters, setting, events using a graphic organizer in interactive journal


Students will- find and capitalize proper nouns in a sentence with less than 2 errors

1

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Summative-


19 Students will- understand text feature Make a List as they read nonfiction text orally

Students will- compare fantasy text and nonfiction text orally

1

2

3

4



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Summative-


Students will- categorize phonemes orally from a list with 2 or less errors


Students will- make a list using a shutter foldable of ways to make the classroom better with help from a partner/teacher in interactive journal

discussion; interactive reading journal

20 Students will- make connections between the stories read throughout the week using graphic organizer in a small group

Students will- write an analysis using sentence frames to describe characters, setting, events with help from teacher in interactive journal



1

2

3


- Text pages T280-285 (Week 4 Day 5) Use as guideW

I

S


Formative-thumbs up/down; choral response; think, pair, share; observation; questioning

Summative- spelling test – words with digraphs


21

Students will- review and discuss essential question with a peer


Students will- correctly blend at least 5 words with digraphs ch, tch, wh, ph from a list provided

Students will- correctly spell words with digraphs ch, tch, wh, ph using whiteboards with less than 2 errors

Students will- read high-frequency words around, by, many, place, walk and use correctly in a sentence (words will be added to word ring)

Students will- read “Which Way on the Map?” with a partner, identifying HF and words with digraphs

Students will- identify irregular and plural nouns and use correctly in a sentence orally

1

2

3



W

I

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Formative-thumbs up/down; choral response; think, pair, share; observation; questioning

Summative-


22


Students will- correctly add a phoneme to a word orally without error

Students will- blend and read words with digraphs without error

Students will- correctly add inflectional ending –es to words and use orally in a sentence

Students will- correctly sort words with digraphs on a chart and read words chorally without error


Students will- identify main topic and key details in informational text using graphic organizer with help from partner/teacher

1

2

3

4



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Summative-


23 Students will- correctly blend at least 5 words with digraphs from a list provided without error

1

2


W

I

Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-

Formative- thumbs up/down; choral response; think, pair, share;

Students will- spell words with digraphs from a spelling list with less than 2 errors

Students will- apply comprehension strategy Reread to discuss nonfiction text “Fun with Maps” with a partner


3

4

- Text pages T342-349 (Week 5 Day 3) Use as guide S building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal

observation; questioning

Summative-


24 Students will- determine how specific features on a map can help them find their way with help from teacher

Students will- correctly add phoneme to a word to create new word orally without error


Students will- identify irregular plural nouns orally in a sentence

1

2

3

4



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Summative-


Students will- make a map of their bedroom, including labels and images with support from peers and/or teacher

25 Students will- make connections between the stories read throughout the week using graphic organizer in a small group

Students will- write an analysis using sentence frames to show how author used key details with help from teacher



1

2

3


- Text pages T358- 363(Week 5 Day 5) Use as guide

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Summative- spelling test –words with digraphs


26 Students will- demonstrate understanding of skills taught in Unit 2 with 85% accuracy on Unit 2 Assessment

1

2

3

4


I

Overhead projector Formative-

Summative- Unit 2 Assessment


discussion; interactive reading journal

€¦ · web view · 2017-11-09cc.1.1.1.d know and apply grade-level phonics and word analysis...

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