HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Subject : Reading
Proposed Dates: January 12th - January 16th
Grade Level (s) First
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
Building : Hazle Township Early Learning Center
DAILY PLAN
Day
Objective (s)
DOK
LEVEL
Activities / Teaching Strategies
Gr
ou
pi
ng
Materials / Resources
Assessment of 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
Students will recognize and read
grade-appropriate irregularly spelled
words. RF.1.3g
Students will read, spell, and write
the new high frequency words
around, by, many, place, and walk.
Students will use the story Me on the
Map to find high frequency words,
and name the features of rereading
strategy and concepts of print.
1
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 irregular plural
nouns.L.1.1b
Students will review capital letters
and periods.
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T320-T331
W Literature Big Book Me on the Map
I Reading Writing Workshop Big Book
S Reading Writing Workshop (Which
Way on the Map?) ?
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. 91
Formative-Teacher observations, exit
tickets, Student word webs
SummativeStudent Self - Assessment-
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.1.3b
Students will understand the spellingsound correspondences for common
consonant digraphs.
Students will sort digraph words into
the correct columns.
(ch, -tch, wh, ph)
Students will describe characters,
settings, and major events in a story,
using key details. RL.1.3
2
Using a graphic organizer, the
students will be able to find the main
topic and key details of Which Way
on a Map?.
Students will use common, proper,
and possessive nouns. L.1.1b
Students will use irregular plural
nouns.L.1.1b
Students will review capital letters
and periods.
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T332-T341
W Reading Writing Workshop
I Reading Writing Workshop Big Book
S Which Way on a Map?
Interactive Read Aloud Card “Map it”
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
92, 93
Formative- Teacher observations, exit
tickets, student writing
SummativeStudent Self - Assessment-
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.
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
by giving three details of the story
Fun with Maps.
3
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 use common, proper,
and possessive nouns. L.1.1b
Students will use irregular plural
nouns.
Direct instruction/teacher modeling/interactive instruction
1
2
3
4
T342-T349
Literature Anthology Fun with Maps
Literature Big Book Me on the Map
W Teacher Poster
I Interactive Read Aloud Cards
S Word Building Cards
Spelling Words Cards
Response Board
Your Turn Practice Book p.
Formative- Teacher observations, exit
tickets, student writing
SummativeStudent Self - Assessment-
Students will use the illustrations and
details in a text to describe its key
ideas. RI.1.7
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T350-T357
Students will use lists to find facts
and key details from an informational
text.
W Literature Anthology Firefighters at
I Work
S Teacher Poster
Marker
Eraser
Your Turn Practice Book p. 95-97
Formative-Teacher Observation, Exit
Tickets, student writing
Summative-
Student Self - Assessment-
Students will review inflectional
endings -es.
4
Students will decode and spell words
with ch, -tch, wh, and ph.
Students will revise sentences about
one idea.
Students will use irregular pluarl
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, word sort ch, tch, wh, ph, inflectional ending -es,
and high-frequency words.
5
Students will finish writing the final
draft of their sentences.
Students will use irregular plural
nouns and capital letters and periods
in sentences. L.1.1b
1
2
3
4
Direct instruction/teacher modeling/interactive instruction
T358-T363
W Reading Writing Workshop
I Literature Anthology
S 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. 98-100
Formative-Teacher Observation,
Exit Tickets, student writing
Summative-
Student Self - Assessment-