Web viewTeacher Name : Fegley Subject : ELA Proposed Dates: August 30th -Oct 20th Grade Level (s): First Grade

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Fegley Subject : ELA Proposed Dates: August 30th -Oct 20th Grade Level (s): First Grade

Building : WHEMS

Unit PlanUnit Title: Getting to Know You (Smart Start & Unit 1- McGraw Hill)

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

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.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.1.3.1.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.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups

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 1 Assessment, McGraw Hill

Summative Assessment Objectives Assessment Method (check one)Students will demonstrate understanding of phonemic awareness (phoneme blending/segmentation and phoneme categorization), phonics (short vowels a, i, consonant blends l, r, s, high-frequency words), comprehension skills (key details and illustrations) and language conventions (sentences, word order, questions and exclamations) with 85% accuracy on Unit 1 Assessment.

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

____ Other (explain)

DAILY PLANDay Objective (s) DOK

LEVEL Activities / Teaching Strategies

Grou

ping

Materials / Resources Assessment of Objective (s)

1

Students will- correctly form the letters b & l without error using lined whiteboards

Students will- correctly blend at least 5 words with /b/ & /l/ from the list provided

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

Students will- make a text-to-self and/or a text-to-world connection to the story “Jack and the Beanstalk” orally

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Direct Instruction/Teacher modeling/Interactive Instruction- Text pages S60-S63 (Week 2 Day 5 Smart Start) – Use as guide

W

I

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

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

Summative-

Student Self - Assessment- discussion

2 Students will- correctly form the letter k without error using lined whiteboards

Students will- correctly blend at least 5 words with /k/ from the list provided

Students will- read high-frequency words are, me and use correctly in

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Direct Instruction/Teacher modeling/Interactive Instruction- Text pages S64-S69 (Week 3 Day 1 Smart Start) Use as guide

W

I



Summative-


a sentence (words will be added to word ring)

3

Students will- correctly blend words when given segmented phonemes without error

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

Students will- read high-frequency words she, with, for and use correctly in a sentence (words will be added to word ring)

Students will- retell 3 story details from read-aloud “The Tortoise and the Hare” with a partner

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W

I

S



Summative-

Student Self - Assessment-discussion

4

Students will- correctly segment words phoneme by phoneme without error when given whole word

Students will- correctly form the letters g & w without error using lined whiteboards

Students will- correctly blend at least 5 words with /g/ & /w/ from the list provided

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

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W

I



Summative-


5 Students will- correctly segment words phoneme by phoneme without error when given whole word

Students will- correctly form the letters x, v, q without error using lined whiteboards

Students will- correctly blend at least 5 words with /ks/, /v/, /kw/

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W

I

S


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

Summative-


from the list providedStudents will- read high-frequency words see, said, was and use correctly in a sentence (words will be added to word ring)

Students will- retell 3 details from nonfiction read-aloud “How Do We Get Around?” in a small group

6

Students will- correctly identify rhyming words using photo cards without error

Students will- correctly form the letters j, y, z without error using lined whiteboards

Students will- correctly blend at least 5 words with /j/, /y/, /z/ from the list provided


Students will- make a text-to-self and/or a text-to-world connection to the story “The Tortoise and the Hare” orally

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W

I



Summative- Diagnostic Assessment


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

Students will- share 3 details using visual cues to complete chart

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

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

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

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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T8-T19 (Week 1 Day 1) Use as guide

W

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- read high-frequency words does, not, want, school and use correctly in a sentence (words will be added to word ring)

8


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

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

Students will- find 3 key details in story “Jack Can” and correctly list on graphic organizer

Students will- identify complete sentence (v. incomplete sentence) without error

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W

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-


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

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

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

Students will- apply comprehension strategy Use Key Details to discuss realistic fiction “Nat and Sam” using a graphic organizer

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

Students will- write draft of

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W

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


Summative-


personal narrative using graphic organizer

10

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

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


Students will- revise personal narrative draft after conferencing with teacher

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WIS



Summative-

Student Self - Assessment-Discussion; writing conferences

11

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

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

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WIS



Summative- short a spelling test




Students will- correctly blend at least 5 words with short i from the list provided on projector

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

Students will- read high-frequency words down, out, up, very and use correctly in a sentence (words will be added to word ring)

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WIS

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-

Student Self - Assessment- discussion; interactive reading journal

Students will- read “Six Kids” with a partner, identifying HF and short i words

Students will- rewrite sentences using correct punctuation with less than 2 errors using interactive reading journal

13


Students will- correctly categorize words by focusing on medial sound orally without error

Students will- correctly identify by underlining double final consonants in word without error


Students will- find 3 key details in story “Six Kids” and correctly list on graphic organizer

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Direct Instruction/Teacher modeling/Interactive Instruction/- Text pages T98-T107(Week 2 Day 2) Use as guide

WIS



Summative-


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

Students will- correctly identify by underlining double final consonants in word without error

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

Students will- apply comprehension strategy Use Key Details to discuss fantasy “Go, Pip!” using a graphic organizer

Students will- use text evidence to retell story with help of peers

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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T108-T115(Week 2 Day 3) Use as guide

WIS



Summative-


and/or teacherStudents will- write descriptive sentence about a place using correct punctuation and word order

15

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

Students will- read high-frequency words to a partner using word ring with less than 2 errors Students will- create a Venn Diagram comparing two places in their community using interactive reading journal

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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T116-T123(Week 2 Day 4)Use as guide

WIS



Summative-


16

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



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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T124-129(Week 2 Day 5)Use as guide

WIS



Summative- spelling test – short i words




Students will- correctly blend at least 5 words with l-blends from the list provided on projector

Students will- correctly spell words


WIS



Summative-


with l-blends using whiteboards with less than 2 errors

Students will- read high-frequency words be, come, good, pull and use correctly in a sentence (words will be added to word ring)

Students will- read “A Pig for Cliff” with a partner, identifying HF and short i words

Students will- rewrite sentences using correct punctuation and capitalization with less than 2 errors using interactive reading journal

18


Students will- correctly blend 3- and 4-phoneme words orally without error

Students will- correctly add plural –s to nouns and use in a sentence orally

Students will- correctly sort l-blends on a chart and read words chorally without error


Students will- find 3 key details in story “A Pig for Cliff” and correctly list on graphic organizer

12

Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T176-185(Week 3 Day 2) Use as guide

WIS



Summative-


19 Students will- correctly substitute initial phonemes orally without error

Students will- correctly blend at least 5 words with l-blends from a

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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T186-T193(Week 3 Day 3)Use as guide

WIS

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


Summative-

list provided

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

Students will- apply comprehension strategy Use Key Details to discuss fantasy “Flip!” using a graphic organizer


reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal


20

Students will- correctly identify and describe text feature labels in informational text orally

Students will- correctly build words with l-blends using word-building cards with 2 or less errors

Students will- read high-frequency words to a partner using word ring with less than 2 errors Students will- create a poster about a pet, including at least one illustration and explaining how to take care of pet/why pet is special with support from peers and/or teacher

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WIS



Summative- Student Self - Assessment- discussion; interactive reading journal

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



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WIS


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

Summative- spelling test – words with l-blends



22

Students will- review and discuss essential question with a peer

Students will- use problem solving strategy Ask and Answer Questions to demonstrate understanding of a text

Students will- correctly blend at least 5 short o words from a list provided

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

Students will- read high-frequency words fun, make, they, too and use correctly in a sentence (words will be added to word ring)

Students will- read “Toss! Kick! Hop!” with a partner, identifying HF and short i words

Students will- identify question and exclamation sentences and use correct punctuation with less than 2 errors in their interactive reading journal

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WIS



Summative-


23 Students will- use problem solving strategy Ask and Answer Questions to demonstrate understanding of a text

Students will- correctly segment 3- and 4-phoneme words orally without error

Students will- correctly write words from a list in alphabetical order without error

Students will- correctly sort words

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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction- Text pages T254-263(Week 4 Day 2)Use as guide

WIS



Summative-


with short o on a chart and read words chorally without error


Students will- find 3 key details in story “Toss! Kick! Hop!” and correctly list on graphic organizer

Students will- rewrite question and exclamation sentences using correct punctuation in interactive reading journal with less than 2 errors

24

Students will- correctly delete initial phonemes orally without error

Students will- correctly blend at least 5 words with short o from a list provided

Students will- correctly write words from a list in alphabetical order without error

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

Students will- apply comprehension strategy Ask and Answer Questions to discuss nonfiction text “Friends” with a partner


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WIS



Summative-


25 Students will- make connections between characters in the story “Friends” and in the poem “There are Days and There are Days” with a partner

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WIS

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


Students will- correctly build words with short o using word-building cards with 2 or less errors


Students will- rewrite question and exclamation sentences using correct punctuation in interactive reading journal with less than 2 errors

Students will- create a poster about a sport or game, including at least one illustration and 2-3 details about the sport or game with support from peers and/or teacher

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

Summative-






123


WIS



Summative- spelling test – short o words



Students will- use problem solving strategy Ask and Answer Questions to demonstrate understanding of a text

123


WIS

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-

Students will- correctly blend at least 5 words with r-blends and s-blends from a list provided

Students will- correctly spell words with r-blends and s-blends using whiteboards with less than 2 errors

Students will- read high-frequency words jump, move, run, two and use correctly in a sentence (words will be added to word ring)

Students will- read “Move and Grin!” with a partner, identifying HF and short i words

Students will- rewrite sentences using correct capitalization and punctuation without error

interactive reading journal Student Self - Assessment- discussion; interactive reading journal

28 Students will- use problem solving strategy Ask and Answer Questions to demonstrate understanding of a text

Students will- correctly segment 3- and 4-phoneme words orally without error

Students will- identify possessives in a sentence by underlining the word with ‘s

Students will- correctly sort words with r-blends and s-blends on a chart and read words chorally without error


Students will- find 2 key details in nonfiction text with a partner

Students will- rewrite question and exclamation sentences using

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WIS



Summative-


correct punctuation in interactive reading journal with less than 2 errors

29 Students will- correctly delete phonemes orally without error

Students will- correctly blend at least 5 words with s-blends and r-blends from a list provided

Students will- spell words with r-blends and s-blends from a spelling list with less than 2 errors

Students will- apply comprehension strategy Ask and Answer Questions to discuss nonfiction text “Move It!” with a partner


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WIS



Summative-


30 Students will- use diagrams to compare two things orally

Students will- correctly build words with r-blends and s-blends using word-building cards with 2 or less errors


Students will- rewrite statement, question, and exclamation sentences using correct punctuation in interactive reading journal with less than 2 errors

Students will- create a visual record about a movement, including at least one illustration and 2 sentences about how their bodies move while performing the

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WIS



Summative-

Student Self - Assessment-discussion; interactive reading journal

movement with support from peers and/or teacher





Students will- demonstrate understanding of skills taught in Unit 1 with 90% accuracy on Unit 1 Assessment

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WIS


Unit 1 Assessment


Summative- Unit 1 Assessment; spelling test – r-blends and s-blends

Student Self - Assessment-question

Documents

Web viewTeacher Name : Fegley Subject : ELA Proposed Dates: August 30th -Oct 20th Grade Level (s): First Grade