HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name:
Subject: Reading
Proposed Dates: February 23rd-27th
Grade Level (s) First
Building : Hazle Township Early Learning Center
Unit Plan
Unit Title: Changes Over Time
Examples - Building Complete Sentences
Essential Questions:
How do we measure time?
How do plants change as they grow?
What is a folktale?
How is life different than it was long ago?
How do we get our food?
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 3 with 85% accuracy on
Unit 3 Test.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
1
2
Objective (s)
Students will:
Build background
knowledge of essential
question (What is a
folktale?)
Discuss the elements
that make up a folktale
by filling in te characters
and elements of a
folktale.
Correctly blend 6 words
with soft c, soft g, and
dge from a list.
Will correctly spell soft c
and soft g words from a
list.
Will create sentences
using the high frequency
words; any, from, happy,
once, so upon.
Identify and generate
rhyming words.
Make and confirm
predictions using the
story “The Nice Mitten”.
Identify and write past
and future tense of
verbs.
Students will:
Ask and answer
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Direct instruction/teacher modeling/interactive
instruction
Grouping
DAILY PLAN
W
I
S
T164-T175
1
2
Direct instruction/teacher modeling/interactive
instruction
W
I
Materials / Resources
Assessment of Objective (s)
Reading Writing Workshop “The
Nice Mitten”
Reading Writing Workshop Big Book
Literature Big Book (Interrupting
Chicken)
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. 121
Spelling/Phonics Book
Grammar Book
Formative-Teacher observations,
exit tickets, Student word webs
Reading Writing Workshop “The
Nice Mitten”
Formative- Teacher observations,
exit tickets, student writing
SummativeStudent Self - Assessment-
3
questions related to the
essential question, based
on the story read
yesterday.
Segment and blend
single-syllable words to
complete the sequence
of individual sounds.
Read words with
inflectional endings –ed
and –ing.
Build words with soft c,
soft g, and dge.
Sort words with- ice,
-age, and -edge.
Use conventional
spelling for words with
common spelling
patterns.
Ask and answer
questions about cause
and effect.
Recognize past and
future tense of verbs.
Students will:
Read grade-level text
with accuracy,
appropriate rate, and
expression.
Retell stories including
key details, and
demonstrate
understanding of the
central message or
lesson.
Correctly spell words
ending with –ice, -age, edge with no more that 2
wrong.
Read words with
inflectional endings –ed,
-ing.
Build automaticity of the
high frequency words
any, from, happy, once,
so, upon.
Explain the cause and
effect of “The
Gingerbread Man”.
3
4
1
2
3
4
S
T176-T185
Direct instruction/teacher modeling/interactive
instruction
T186-T193
W
I
S
Reading Writing Workshop Big Book
Interactive Read Aloud Card “The
Foolish, Timid Rabbit”
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 122123
Spelling/Phonics Book
Grammar Book
Literature Anthology “The
Gingerbread Man”
Literature Big Book Interrupting
Chicken
Teacher Poster
Interactive Read Aloud Cards
Word Building Cards
Spelling Words Cards
Response Board
Your Turn Practice Book p. 124
Spelling/Phonics Book
Grammar Book
SummativeStudent Self - Assessment-
Formative- Teacher observations,
exit tickets, student writing
SummativeStudent Self - Assessment-
-
4
5
Correctly use commas in
a series.
Create sentences using
past and future tense
verbs.
Students will:
Describe how words and
phrases supply rhythm
and meaning in a story,
poem, or song.
Read words with
inflectional ending.
Decode regularly spelled
one syllable words.
Recognize and read
grade appropriate
irregularly spelled words.
Use conventional
spelling for words with
common spelling
patterns.
Recognize that verbs
show action in past and
future tense.
Continue writing
showing commas in a
series.
Students will:
Compare and contrast
the adventures and
experiences of
characters in stories.
Decode regularly spelled
one-syllable words.
Segment single syllable
words in their complete
sequence of individual
sounds (phonemes).
Recognize grade
appropriate irregularly
spelled words.
Complete sentences
using commas in a series.
Write sentences using
past and future tense
verbs.
1
2
3
4
1
2
3
4
Direct instruction/teacher modeling/interactive
instruction
W
I
S
T194-T199
Direct instruction/teacher modeling/interactive
instruction
T202-T207
W
I
S
Literature Anthology “The
Gingerbread Man”
Teacher Poster
Marker
Eraser
Your Turn Practice Book
Spelling/Phonics Book
Grammar Book
Formative-Teacher Observation,
Exit Tickets, student writing
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
Spelling/Phonics Book
Grammar Book
Formative-Teacher Observation,
Exit Tickets, student writing
Summative-
Student Self - Assessment-
Summative-
Student Self - Assessment-