HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/LA
Start Date: 9-28-15
Building: Drums Elementary/Middle School
Unit Title: Theme 1: Exploring Differences in Each Other and Our Community
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 of text
CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds/phonemes
CC.1.1.1.D Know and apply grade level phonics and word analysis skills and decoding of words
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.E Use various text features to locate key details of text
CC.1.2.1.G Use illustrations and details in a text to describe its key ideas
CC.1.2.1.J Use words and phrases acquired through conversations, reading, and being read to, as well as
responding to texts, including words that signal connections and relationships between the words and phrases
CC.1.3.1.A Retell stories including key details and demonstrate understanding of their central message/lesson
CC.1.3.1.B Ask and answer questions about key details in a text
CC.1.3.1.C Describe characters, setting, and major events in a story using key details
CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events
CC.1.3.1.H Determine or clarify the meaning of unknown or multiple meaning words or phrases based on
grade level reading or content
CC.1.4.1.R Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling
CC.1.4.1.X Write routinely for a range of discipline specific tasks, purposes, and audiences
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and large groups
CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media
by asking and answering questions about key details and requesting clarification if not understood
CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather additional information or
clarify something that is not understood
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 appropriate to task and situation
CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking based on Grade 1
level and content
Summative Unit Assessment :
Summative Assessment Objective
Students will begin to understand that the world
doesn’t consist of only me. Students will start
thinking of others and how they can interact in the
community.
Assessment Method (check one)
____ Rubric ___ Checklist ____ Skills Test __X__
Group
__X__ Student Self-Assessment
____ Other (explain)
DAILY PLAN
1
DOK
Activities / Teaching
LEVEL
Strategies
Students will
1
daily Morning Message
...demonstrate
2
concepts of print
understanding of
oral language
concepts of print.
chart poems/songs
…orally produce
phonemic segmentation/
single syllable
blending
words by blending
phonics consonant blends
sounds.
making words activity
…isolate and
high frequency words
pronounce initial,
journal writing
medial vowel, and
listening comprehension
final sounds in
guided reading
CVC words.
…decode regularly
spelled one
syllable words.
…recognize and
read grade
appropriate
Objective (s)
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Big Book
Literature Big Book
Cool Dog, School
Dog
RWW Student Book
“A Pig for Cliff”
Practice Workbook
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Grou
ping
Day
S
W
I
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
21, 22; journal
writing
Student Self AssessmentSelf check papers
2
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns.
…use end
punctuation.
…produce and
expand complete
sentences in
response to
prompts.
Students will…
1
….ask questions to 2
clear any
confusion about
topics and texts
under discussion.
…recognize the
distinguishing
features of a
sentence.
…demonstrate
understanding of
concepts of print.
…orally produce
Writing Journals
Leveled/Decodable
Readers
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics consonant blends
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
S
W
i
Morning Message
Chart poems/songs
RWW Big Book
RWW Student Book
“A Pig for Cliff”
Practice Workbook
Online Resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Formative-class
participation;
teacher
observation
SummativeCompleted
workbook pages
21, 22; journal
writing
Student Self Assessmentpartner check
single syllable
words by blending
sounds including
consonant blends.
…decode regularly
spelled onesyllable words.
…to read words
with inflectional
endings.
…isolate and
pronounce initial,
medial vowel, and
final sounds in
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details in text.
…focus on a topic,
respond to
questions, and
add details to
Photo Cards
Writing Journals
Leveled/Decodable
Readers
papers
writing.
…produce and
expand complete
sentences in
response to
prompts.
3
Students will
1
…demonstrate
2
concepts of print.
…retell stories,
including key
details and
demonstrate
understanding of
their central
message or
lesson.
…isolate and
pronounce initial,
medial, and final
phonemes in
single syllable
words.
…decode regularly
spelled one
syllable words.
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics consonant blends
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology Flip
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Formative-thumbs
up thumbs down,
teacher
observation, class
participation
Summativecompleted
workbook pages
23, 24; graphic
organizer
Student Self AssessmentSelf check papers
4
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words.
…read grade level
text orally with
accuracy,
appropriate rate,
and expression.
…ask and answer
questions about
key details
Students will
1
…demonstrate an 2
understanding of
concepts of print.
…know and use
text features to
locate key facts or
information in a
text.
…use the
illustrations and
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics consonant blends
high frequency words
listening comprehension
writing journals
guided reading
S
W
I
Morning Message
chart poems/songs
Literature
Anthology
Tear and Take story
“Kim and Flick”
Practice Workbook
Online resources
Teaching Poster
High Frequency
Cards
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
27, 30
Student Self -
details in a text to
describe key
ideas.
…-decode
regularly spelled
one syllable
words.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words
…focus on a topic,
respond to
questions and add
details to writing.
…produce and
expand complete
sentences in
response to
prompts.
…know and use
various text
features to locate
pair partner reading
graphic organizer
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
Assessmentpartner check
papers
5
key facts or
information in a
text.
Students will
1
…demonstrate an 2
understanding of
concepts of print.
…segment spoken
single syllable
words into their
complete
sequence of
individual sounds.
…decode regularly
spelled one
syllable words.
…read words with
inflectional
endings.
…use end
punctuation for
sentences.
…ask and answer
questions about
key details.
…focus on a topic,
respond to
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics consonant blends
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Literature
Nonfiction selection
“What Pets Need”
Practice Workbook
Online resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
Formative-teacher
observation, class
participation
Summative- end
of week skills
check, consonant
blend spelling
test, short vowel
a/i quiz; workbook
pages 27, 29, 30;
graphic organizer
Student Self AssessmentCompleted WB
pages, graphic
organizer
questions, and
add details to
writing,
…produce and
expand complete
sentences in
response to
prompts.
Students will-
FormativeSummative-
6
Student Self Assessment-