HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Jo Ann Burger Subject : Reading Proposed Dates: October/November 2015

Grade Level (s) First Building : WHEMS

Unit PlanUnit Title: “At School”

Essential Questions: What do you do at school? What is it like where you live? What do friends do together? What makes a special pet? How does your body move?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject) CC.1.1.1.B Demonstrate understanding of the organization and basic features. 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.1.4.1.F. Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.5.1.A. Participate in collaborative conversations with peers and adults in small and larger groups. 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.

Summative Unit Assessment : McGraw Hill Assessment Test, First Grade Report Card Testing/Rubric

Summative Assessment Objective Assessment Method (check one)Students Will-

Demonstrate phonemic awareness, structural analysis (phonic/short vowels), read and decode high frequency words, increase understanding/comprehension of text, and differentiate between complete sentences/incomplete sentences (grammar skills, word order, questions, and exclamations) with 85% accuracy on Unit 1 Assessment.

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

_X__ Other (explain) First Grade Report Card Testing/Rubric

DAILY PLANDay Objective (s) DOK

LEVEL Activities / Teaching Strategies

Grou

ping

Materials / Resources Assessment of Objective (s)

1-3

*Students will recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).*Students will orally produce single syllable words by blending sounds (phonemes) including consonant blends.*Students will decode regularly spelled one-syllable words.*Students will recognize and read grade appropriate irregularly spelled words.

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Activities:Daily Phonic Skills

Teaching Strategies:Direct Instruction,Teacher Inquiry/Q and AInteractive InstructionIndirect InstructionGuided Practice Independent Work/StudyFlex Group on Abilities/ Differentiated InstructionLearning CentersPartner CheckRead AloudsTeacher Modeling/Demonstrating

WSL

Teacher ManualOnline ResourcesTeaching PostersHigh Frequency CardsSound Spelling CardsWord Building CardsPhoto CardsSupplemental Worksheets/Practice Papers

Formative-Think-Pair ShareResponse on whiteboardChoral responseTeacher observationsRed and green cardsPopsicle sticksThumbs up/downGroup Work

Summative-Writing spelling wordsUsing words in a sentence

Student Self - Assessment-Whole and small group discussion/Checklist at the boardSelf-Check Papers/Partner Check Papers

4-6 Students will recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).*Students will orally produce single syllable words by blending sounds (phonemes) including consonant blends.*Students will decode regularly spelled one-syllable words.*Student will recognize and read grade appropriate irregularly

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Activities:Daily Phonic Skill Activities

Teacher Strategies:Direct InstructionTeacher Inquiry/Q and AGuided Practice Independent Work/StudyFlex Group Differentiated InstructionInteractive InstructionIndirect InstructionTeacher Modeling/DemonstratingLearning Centers

WSL

Teacher ManualOnline ResourcesHigh Frequency CardsSound Spelling CardsWord Building CardsPhoto CardsSupplemental Worksheets/Practice Papers

Formative-Think-Pair ShareRespond on whiteboardThumbs up/downTeacher observationsRed and green cardsPopsicle sticksChoral response

Summative-Write spelling wordsWrite sentences using spelling

spelled words.*Students write their spelling words 3 times each.

Partner CheckRead Alouds

words.

Student Self - Assessment-Whole and small group discussion/Checklist at the boardSelf-Check Papers/Partner Check Papers

7-9

Students will recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).*Students will segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).*Students will decode regularly spelled one-syllable words.

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Activities:Daily Phonic Skill Activities

Teaching Strategies:Direct InstructionTeacher Inquiry/Q and A Guided Practice, Independent Work/StudyFlex Group on Abilities/Differentiated InstructionInteractive InstructionIndirect InstructionTeacher Modeling/DemonstratingLearning CentersPartner CheckRead Alouds

WSL

Teacher ManualOnline ResourcesHigh Frequency CardsSound Spelling CardsWord Building CardsPhoto CardsSupplemental Worksheets/Practice Papers

Formative-Think-Pair ShareRespond on whiteboardsThumbs up/downChoral responsePopsicle sticksRed and green cardsTeacher observations

Summative-Writing spelling wordsUsing spelling words in a sentence

Student Self - Assessment-rWhole and small group discussion and Checklist at the boardSelf-Check Papers/Partner Check Papers

10-12

Students will recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).*Students will segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).*Students will recognize and read grade appropriate irregularly spelled words.

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Activities:Daily Phonic Worksheet ActivitiesWriting sentences

Teaching Strategies:Direct Instruction,Teacher Inquiry/Q and AInteractive InstructionIndirect InstructionGuided Practice Independent Work/StudyFlex Group, Differentiated Instruction/Flex Group of AbilitiesLearning CentersPartner CheckRead AloudsTeacher Modeling/Demonstrating

WSL

Teacher ManualOnline ResourcesHigh Frequency CardsSound Spelling CardsWord Building CardsPhoto CardsSupplemental Worksheets/Practice Papers

Formative-Think-Pair ShareRespond on whiteboardsThumbs up/downTeacher observationsRed and green cardsPopsicle sticksChoral response

Summative-Completed writing spelling wordsCompleted writing sentences

Student Self - Assessment-Whole and small group discussion and Checklist at the boardSelf-Check Papers/Partner CheckPapers

13- Students will recognize the 1 Activities: W Teacher Manual Formative-

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distinguishing features of a sentence (first word, capitalization, ending punctuation).*Students will decode regularly spelled one-syllable words.*Students will recognize and read grade appropriate irregularly spelled words.*Students will write sentences with the spelling words.

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Daily Phonic Skills Worksheet Activities

Teaching Strategies:Direct Instruction,Teacher Inquiry/Q and A,Guided Practice, Independent Work/Study,Indirect Instruction,Interactive Instruction,, Differentiated Instruction/Flex Group,Learning Centers,Partner Check,Read Alouds, IntegratingTechnology,Teacher Modeling/Demonstrating

SL

Online ResourcesHigh Frequency CardsSound Spelling CardsWord Building CardsPhoto CardsSupplemental Worksheets/Practice Papers

Think-Pair ShareRespond on whiteboardsThumbs up/downTeacher ObservationsRed and green cardsPopsicle sticksChoral response

Summative-Completed Worksheets/writing words 3 times each/sentences

Student Self - Assessment-Whole/small Group Discussion and Checklist at the boardSelf-Check Papers/Partner Check Papers

15-17

Students will review the skills presented throughout the week.

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Activities:Daily Phonic Skill Worksheet Activities

Teaching Strategies:Direct Instruction, Guided Practice, Independent Work/Study, Differentiated Instruction/Flex Group on Abilities, Learning Centers, Partner Check, Read Alouds,Teacher Inquiry/Q and A, Differentiated Instruction, Interactive Instruction, Indirect Instruction,Teacher Modeling/Demonstrating

WSL

Teacher ManuelPractice WorkbookOnline ResourcesTeaching PostersHigh Frequency CardsSound Spelling CardsWord Building CardsPhoto CardsSupplemental Worksheet/PracticePapers

Formative-Think-Pair ShareResponse on whiteboardsTeacher observationsRed and green cardsPopsicle sticksChoral responseThumbs up/down

Summative-Completed Workbook pages

Student Self - Assessment-Self-CheckPapers/Partner Check PapersWhole and small group discussionChecklist at the board

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