Teacher Name : Subject : Reading Proposed Dates: January 5 th -9 th Grade Level (s) First
Building : Hazle Township Early Learning Center
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
1
Objective (s)
Students will demonstrate understanding of the organization and basic features of print RF.1.1a
Students will decode regularly spelled one-syllable words. RF.1.3b
Students will recognize and read grade-appropriate irregularly spelled words. RF.1.3g
Students will read, spell, and write the new high frequency words:all, call, day, her, want
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Direct instruction/teacher modeling/interactive instruction
T242-T253
Materials / Resources Assessment of Objective (s)
W
I
S
Reading Writing Workshop Thump
Thump Helps Out
Reading Writing Workshop Big Book
Literature Big Book (The Story of
Martin Luther King Jr.)
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.81-82
Formative-Teacher observations, exit tickets, Student word webs
Summative-
Student Self - Assessment-

2
3
Students will use the story The
Story of Martin Luther King Jr. to find words with th, sh, -ng, high frequency words, and closed syllables.
Students will answer questions about key details in a text. SL.1.2
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 two-syllable words. RF.1.3e
Students will understand the spelling-sound correspondences for common consonant digraphs.
Students will sort digraph words into the correct columns.
(-th, -sh, -ng)
Students will describe characters, settings, and major events in a story, using key details. RL.1.3
Students will write a story and recount at least two events that happened.
Students will use common, proper, and possessive nouns. L.1.1b
Students will retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.2
Students will use their response boards to blend phonemes without any errors.
1
2
3
4
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T254-T263
Direct instruction/teacher modeling/interactive instruction
T264-T271
W
I
S
Reading Writing Workshop Thump
Thump Helps Out
Reading Writing Workshop Big Book
Interactive Read Aloud Card “Luis’s
Library”
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 83
Formative- Teacher observations, exit tickets, student writing
Summative-
Student Self - Assessment-
W
I
S
Literature Anthology Nell’s Books
Literature Big Book The Story of
Martin Luther King Jr.
Teacher Poster
Interactive Read Aloud Cards
Word Building Cards
Spelling Words Cards
Response Board
Your Turn Practice Book p. 84,88
Formative- Teacher observations, exit tickets, student writing
Summative-
Student Self - Assessment-

4
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.
Students will develop comprehension and identify characteristics of fantasy by giving three details of the story Nell’s
Books.
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 continue writing a story by retelling events that happened in the story.
Students will use common, proper, and possessive nouns. L.1.1b
Students will use text features to locate key facts or information in a text. RI.1.5
Students will use lists to find facts and details from an informational text.
Students will compare a nonfiction text and a fantasy story.
Students will decode and spell words with th, sh, -ng
Students will conference with teacher to correct any mistakes in their stories about an event.
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T272-T277
W
I
S
Literature Anthology Kids Can Help and Nell’s Books
Teacher Poster
Marker
Eraser
Your Turn Practice Book p. 87, 90
Formative-Teacher Observation,
Exit Tickets, student writing
Summative-
Student Self - Assessment-

5
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
Students will review phoneme blending, segmenting, decoding th,
sh, -ng, closed syllables, and highfrequency words.
Students will finish writing the final draft of their stories.
Students will use common, proper, and possessive nouns. L.1.1b
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T282-T285
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. 88-89
Formative-Teacher Observation,
Exit Tickets, student writing
Summative-
Student Self - Assessment-