HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/LA
Start Date: 10-5-15
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 __X__ Weekly Skills
Test ____ Group
____ 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
…ask and answer
phonemic segmentation/
questions about
blending
key details in a
phonics short o
text.
making words activity
…isolate and
high frequency words
pronounce initial,
journal writing
medial vowel, and
listening comprehension
final sounds in CVC
guided reading
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
Friends All Around
RWW Student Book
“Toss! Kick! Hop!”
Practice Workbook
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Grou
ping
Day
S
W
I
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
31; journal
writing
Student Self AssessmentSelf check papers
2
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns.
…use end
punctuation for
sentences.
…focus on a topic,
respond to
questions, and add
details to writing.
…produce and
expand complete
sentences in
response to
prompts.
Students will
1
…recognize the
2
distinguishing
features of a
sentence.
…demonstrate
understanding of
concepts of print.
…segment spoken
Leveled/Decodable
Readers
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short o
high frequency words
journal writing
S
W
i
Morning Message
Chart poems/songs
RWW Big Book
RWW Student Book
“Toss! Kick! Hop!”
Practice Workbook
Online Resources
Teaching Poster
High Frequency
Formative-class
participation;
teacher
observation
SummativeCompleted
workbook pages
32, 33; journal
single syllable
words into their
complete sequence
of individual
sounds/phonemes.
…decode regularly
spelled onesyllable words.
…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 writing.
…produce and
expand complete
listening comprehension
guided reading
pair partner reading
graphic organizer
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
writing
Student Self Assessmentpartner check
papers
3
sentences in
response to
prompts.
…use end
punctuation for
sentences.
Students will
1
…demonstrate
2
concepts of print.
…identify the main
topic and retell key
details of a text.
…decode regularly
spelled one syllable
words.
…segment spoken
single syllable
words into their
complete sequence
of individual
sounds/phonemes.
…recognize and
read grade
appropriate
irregularly spelled
words.
…read grade level
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short o
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology Friends
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Formativethumbs up
thumbs down,
teacher
observation, class
participation
Summativecompleted
workbook pages
33, 34, 38;
graphic organizer
Student Self AssessmentSelf check papers
4
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.
…describe how
words and phrases
supply rhythm and
meaning to a story,
poem or song.
…decode regularly
spelled one syllable
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details in a
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short o
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
Literature
Anthology
Practice Workbook
Online resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
38, 39
Student Self Assessmentpartner check
papers
5
text.
…focus on a topic,
respond to
questions and add
details to writing.
…produce and
expand complete
sentences in
response to
prompts.
…use end
punctuation for
sentences.
Students will
…demonstrate an
understanding of
concepts of print.
…identify
similarities and
differences
between two texts
on the same topic.
…orally produce
single syllable
words by blending
sounds including
consonant blends.
1
2
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short o
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
Genre/Poetry
“There Are Days
and There Are
Days”
Practice Workbook
Tear and Take book
“What Can It Do?”
Online resources
Formativeteacher
observation, class
participation
Summative- end
of weekly skills
test, consonant
blend spelling
test, short vowel
a,i,o quiz;
workbook pages
35, 36, 37, 39, 40;
graphic organizer
…segment spoken
single syllable
words into their
complete sequence
of individual
sounds/phonemes.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details.
…produce and
expand complete
sentences in
response to
prompts.
…use end
punctuation for
sentences.
Students will6
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
Student Self AssessmentCompleted WB
pages, graphic
organizer
FormativeSummative-
Student Self Assessment-