HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name:
Subject: Reading
Proposed Dates: February 9th-13th
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:
Follow agreed upon rules
for discussions.
Demonstrate
understanding of the
organization and basic
features of print.
Distinguish long from
short vowel sounds in
spoken single-syllable
words.
Decode regularly spelled
one syllable words.
Recognize and read
grade appropriate
irregularly spelled words.
Use conventional
spelling for words with
common spelling
patterns.
Read and spell words
with /u/ oo, “u” with the
CVCe pattern.
Correctly use
contractions with not
Recognize apostrophes
in contractions
Students will:
Ask questions to clear up
and confusion about
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Direct instruction/teacher modeling/interactive
instruction
Grouping
DAILY PLAN
W
I
S
T320-T331
1
2
3
Direct instruction/teacher modeling/interactive
instruction
W
I
S
Materials / Resources
Assessment of Objective (s)
Reading Writing Workshop A Look
At Breakfast
Reading Writing Workshop Big Book
Literature Big Book (Where Does
Food Come From?)
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. 141-142
Spelling/Phonics Book
Grammar Book
Formative-Teacher observations,
exit tickets, Student word webs
Reading Writing Workshop A Look
at Breakfast
Reading Writing Workshop Big Book
Formative- Teacher observations,
exit tickets, student writing
SummativeStudent Self - Assessment-
3
topics and texts under
discussion.
Isolate and pronounce
initial, medial vowel, and
final sounds in spoken
single-syllable words.
Read words with
inflectional ending.
Decode regularly spelled
one syllable words.
Recognize and decode
CVCe Syllables
Recognize and read
grade appropriate
irregularly spelled words.
Use conventional
spelling for words with
common spelling
patterns.
Ask and answer
questions about key
details in text.
Find text evidence to
recall the sequences of
information in A Look at
Breakfast
Correctly use
contractions with not
Recognize apostrophes
in contractions
Students will:
Read grade-level text
with accuracy,
appropriate rate, and
expression.
Retell stories, including
key details, and
demonstrate
understanding of their
central message or
lesson.
Read words with
inflectional ending.
Decode regularly spelled
one syllable words.
Recognize and read
grade appropriate
irregularly spelled words.
Recognize and decode
4
1
2
3
4
TT332-T341
Direct instruction/teacher modeling/interactive
instruction
T342-T349
W
I
S
Interactive Read Aloud Card “The
Little Ren Hen”
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 143
Spelling/Phonics Book
Grammar Book
Summative-
Literature Anthology From Cows to
You
Literature Big Book Where Does
Food Come From?
Teacher Poster
Interactive Read Aloud Cards
Word Building Cards
Spelling Words Cards
Response Board
Your Turn Practice Book p. 144
Spelling/Phonics Book
Grammar Book
Formative- Teacher observations,
exit tickets, student writing
Student Self - Assessment-
SummativeStudent Self - Assessment-
CVCe Syllables
Use conventional
spelling for words with
common spelling
patterns.
Ask and answer
questions about key
details.
Recall the sequence of
information in From
Cows To You
Correctly use
contractions with not
Recognize apostrophes
in contractions
Students will:
Know and use various
text features.
Use illustrations and
details in a text to
describe its key ideas.
Delete phonemes to
form new words
Read words with
inflectional ending.
Decode regularly spelled
one syllable words.
Recognize and read
grade appropriate
irregularly spelled words.
Recognize and decode
CVCe Syllables
Use conventional
spelling for words with
common spelling
patterns.
Correctly use
contractions with not
Recognize apostrophes
in contractions
Students will:
Draw evidence from
literary or informational
text to support analysis,
reflection, and research.
Read words with
inflectional ending.
Decode regularly spelled
-
4
5
1
2
3
4
1
2
3
4
Direct instruction/teacher modeling/interactive
instruction
W
I
S
T350-T355
Direct instruction/teacher modeling/interactive
instruction
T356-T363
W
I
S
Literature Anthology From Cows To
You
Teacher Poster
Marker
Eraser
Your Turn Practice Book p. 148-149
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
Formative-Teacher Observation,
Exit Tickets, student writing
Summative-
Student Self - Assessment-
Summative-
Student Self - Assessment-
-
-
-
-
one syllable words.
Recognize and read
grade appropriate
irregularly spelled words.
Recognize and decode
CVCe Syllables
Use conventional
spelling for words with
common spelling
patterns.
Identify basic similarities
and differences between
two texts on the same
topic.
Decode CVCe words.
Correctly use
contractions with not
Recognize apostrophes
in contractions
Response Boards
Your Turn Practice Book p. 145-147,
150
Spelling/Phonics Book
Grammar Book