HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Miss Bell
Subject : Reading
Proposed Dates: December 1st – December 5th
Grade Level (s) First
Building : Hazle Township Early Learning Center
Unit Plan
Unit Title: Exploring Differences in Each Other and Our Community (MH- Units 1 and 2)
Examples - Building Complete Sentences
Essential Questions:
What makes you special?
What do you do at your school?
What is it like where you live?
What makes a pet special?
What do friends do together?
How does your body move?
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 different or alike?
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.1.2.1.A.-Identify the 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 the 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.1.3.1.A.- Retell stories, including key details, and demonstrate understanding of their central message
CC.1.3.1.B.- Ask and answer questions about key details in a text
CC.1.3.1.C.- Describe characters, settings, and major events in a story, using key details
CC.1.3.1.E.- Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of texts
CC.1.3.1.F.- Identify key words and phrases in stories or poems that suggest feelings or appeal to the senses
CC.1.3.1.G.- Use illustrations and details in story to describe characters, setting, or events
CC.1.4.1.A.- Write informative/explanatory texts to examine a topic and convey ideas
CC.1.4.1.B.- Identify and write about one specific topic
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 take and situation
Summative Unit Assessment : Unit Test
Summative Assessment Objective
Students will demonstrate understanding of phonemic awareness, phonics,
comprehension, and language skills presented in Unit 2 with 85% accuracy on
Unit 2 Test.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
Students will demonstrate
understanding of the organizations
and basic features of print. RF.1.1
Students will decode regularly
spelled one-syllable words. RF.1.3b
1
Students will recognize and read
grade-appropriate irregularly
spelled words. RF.1.3g
Students will read, spell, and write
the new high frequency words
again, help, new, there, use.
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Direct instruction/teacher modeling/interactive
instruction
T8-19
Grouping
DAILY PLAN
W
I
S
Materials / Resources
Reading Writing Workshop Good
Job, Ben!
Reading Writing Workshop Big Book
Literature Big Book (Millie waits for
the Mail)
Visual Vocabulary Cards
Word Building Cards
High Frequency Words Cards
Sound Spelling Cards
Teacher Poster
Sentence Strip
Marker and eraser
Your Turn Practice Book p.51-52
Assessment of Objective (s)
Formative-Teacher observations,
exit tickets, Student word webs
SummativeStudent Self - Assessment-
Students will use the story Good
Jog, Ben! to find short e vowel
sound words, high frequency
words, and name the features of a
realistic fantasy story with a
partner.
Students will answer questions
about key details in a text. SL.1.2
Students will create a word web
about jobs in their community.
Students will use common, proper,
and possessive nouns. L.1.1b
Students will ask and answer
questions about key details in a
text read aloud or information
presented orally or through other
media. SL.1.2
Students will decode regularly
spelled one-syllable words. RF.1.3b
Students will read words with
inflectional endings. RF.1.3f
Students will blend and build
words with the short e vowel
sounds, using the word building
cards with less than 2 errors.
2
Students will sort short e vowel
words into the correct columns. (eg, -en, -ead)
Students will describe characters,
settings, and major events in a
story, using key details. RL.1.3
Students will use their word web,
created on day 1, to write a story
about their topic.
Students will use common, proper,
and possessive nouns. L.1.1b
Students will use commas in dates
and to separate single words in a
1
2
3
4
Direct instruction/teacher modeling/interactive
instruction
T20-29
W
I
S
Reading Writing Workshop Good
Job, Ben!
Reading Writing Workshop Big Book
Interactive Read Aloud Card “Jobs
around Town”
Visual Vocabulary Cards
Word Building Cards
High Frequency Words Cards
Sound Spelling Cards
Teacher Poster
Sentence Strip
Marker and eraser
Your Turn Practice Book page 53
Formative- Teacher observations,
exit tickets, student writing
SummativeStudent Self - Assessment-
series. L.1.2c
Students will retell stories,
including key details, and
demonstrate understanding of
their central message or lesson.
RL.1.2
1
2
3
4
Direct instruction/teacher modeling/interactive
instruction
T30-37
W
I
S
Students will use their response
boards to blend phonemes
without any errors.
Literature Anthology The Red Hat
Literature Big Book Millie waits for
the Mail
Teacher Poster
Interactive Read Aloud Cards
Word Building Cards
Spelling Words Cards
Response Board
Your Turn Practice Book p. 54, 58
Formative- Teacher observations,
exit tickets, student writing
Literature Anthology Firefighters at
Work
Teacher Poster
Marker
Eraser
Your Turn Practice Book p. 58-59
Formative-Teacher Observation,
Exit Tickets, student writing
SummativeStudent Self - Assessment-
Students will correctly blend at
least six words from a given list.
Students will build automaticity of
high frequency words by reading
them in sentences without any
errors.
3
Students will develop
comprehension by giving three
details of the story The Red Hat.
Students will respond to the story
by giving text evidence of the key
details and genre.
Students will use conventional
spelling for words with common
spelling patters and for frequently
occurring regular words. L.1.2d
Students will write a draft of a
story about a job someone could
have in their community.
Students will use common, proper,
and possessive nouns. L.1.1b
4
Students will use commas in dates
and to separate single words in a
series. L.1.2c
Students will use the illustrations
and details in a text to describe its
key ideas. RI.1.7
Students will identify the
importance of the use of labels in a
1
2
3
4
Direct instruction/teacher modeling/interactive
instruction
T38-45
W
I
S
Summative-
text.
Student Self - Assessment-
Students will decode and spell
words with short e.
Students will conference with
teacher to correct any mistakes in
their community job story.
Students will use common, proper,
and possessive nouns. L.1.1b
Students will identify basic
similarities in and differences
between two texts on the same
topic (e.g., in illustrations,
descriptions, or procedures). RI.1.9
5
Students will review phoneme
blending, segmenting, decoding
short e words, inflectional ending,
and high-frequency words.
Students will finish writing the final
draft of their community job story.
Students will use common, proper,
and possessive nouns. L.1.1b
1
2
3
4
Direct instruction/teacher modeling/interactive
instruction
T46-51
W
I
S
Reading Writing Workshop
Literature Anthology
Visual Vocabulary Cards
Literature Big Book
Teacher Poster
Interactive Read Aloud Cards
Word Building Cards
Spelling Word Cards
Response Boards
Your Turn Practice Book p. 55-57
Formative-Teacher Observation,
Exit Tickets, student writing
Summative-
Student Self - Assessment-