HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/ELA
Start Date: 2-1-16
Building: Drums Elementary/Middle School
Unit Title: Theme 3: Figuring Out/Discovering the World Around Us
Essential Questions:
How can we make sense of the world around us?
How can we classify and categorize things?
How do animals survive in nature?
What insects do you know about, and how are they alike and different?
How do people work with animals?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC.1.1.1.B Demonstrate understanding of the organization of the basic features of print
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.1.1.1.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.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.F Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
CC. 1.2.1.H Identify the reasons an author gives to support points in a text
CC.1.2.1.I Identify the basic similarities in and differences between two texts on the same topic
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.1.2.1.L Read and comprehend literary nonfiction and informal text on grade level reading independently
and proficiently
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
Describe how characters in a story respond to major events and challenges
CC.1.3.1D Identify who is telling the story at various points in the text
CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
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.1.3.1.I Determine of clarify the meaning of unknown and multiple meaning words and phrases based on
grade level reading and content
CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding
to texts, including words that signal connections and relationships between the words and phrases
CC.1.3.1.K Read and comprehend literature on grade level reading independently and proficiently
CC.1.4.1.A Write an informative text to examine a topic and convey ideas and information
CC.1.4.1.B Identify and write about one specific topic
CC.1.4.1.C Develop the topic with two or more facts
CC.1.4.1.D Group information and provide a sense of closure
CC.1.4.1.E Choose words and phrases for effect
CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling
CC.1.4.1J Create an organizational structure that includes reasons and provides some sense of closure
CC.1.4.1.K Use a variety of words and phrases
CC.1.4.1.L Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling
CC.1.4.1.W With guidance and support, recall information from experiences or gather information from
provided sources to answer a question
CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames 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.D Describe people, places, things, and events with revelant 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 the changes that
are happening within themselves and their
communities.
Assessment Method (check one)
____ Rubric ___ Checklist __X_ Weekly Skills Test
____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
1
Objective (s)
Students will
...demonstrate
understanding of
concepts of print.
..participate in
collaborative
conversations
w/peers.
…segment spoken
DOK
Activities / Teaching
LEVEL
Strategies
1
daily Morning Message
S
2
concepts of print
W
oral language
I
chart poems/songs
phonemic segmentation/
blending
phonics/spelling words long
o/o_e;long u/u_e; long e/e_e
making words activity
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Big Book
Literature Big Book
The Last Train
RWW Student Book
“Life at Home”
Practice Workbook
Grou
ping
Day
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
131; spelling
single-syllable
words into their
complete
individual
sounds/phonemes.
…decode regularly
spelled one syllable
words.
…use conventional
spelling for words
with common
spelling patterns
and for frequently
occurring irregular
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use singular and
plural nouns with
matching verbs in
simple sentences.
…with guidance
focus on a topic,
respond to
high frequency words
journal writing
listening comprehension
guided reading
graphic organizer
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
book pgs 77 ;
journal writing
Student Self AssessmentSelf check papers
2
questions and
suggestions and
add details to
strengthen writing.
…use verbs to
convey a sense of
past, present and
future.
…ask and answer
questions about
key details in text.
Students will
1
…recognize the
2
distinguishing
features of a
sentence.
…demonstrate
understanding of
concepts of print.
…ask and answer
questions about
key details in a text
read aloud or
information
presented orally.
…isolate and
pronounce initial,
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o_e; long u/u_e; long
e/e_e
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 “Life
at Home”
RWW Student Book
Literature
Anthology
Practice Workbook
Online Resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Formative-class
participation;
teacher
observation
SummativeCompleted
workbook pages
132, 133; spelling
book pgs 98
Student Self Assessmentpartner check
papers
medial vowel, and
inital sounds in
single spoken
syllable words.
…segment spoken
single syllable
words into
individual
phonemes.
…decode two
syllable words
following basic
patterns by
breaking the words
into syllables..
…recognize and
read grade
appropriate
irregularly spelled
words..
…use conventional
spelling for words
with common
spelling patterns
and for frequently
occurring irregular
words.
Photo Cards
Writing Journals
Leveled/Decodable
Readers
3
…ask and answer
questions about
key details in a
text.
…use singular and
plural nouns with
matching verbs in
simple sentences.
…use commas
correctly.
Students will
…demonstrate
concepts of print.
…retell stories,
including key
details, and
demonstrate
understanding of
their central
message or lesson.
…read grade level
test orally with
accuracy,
appropriate rate,
and expression.
…orally produce
single-syllable
1
2
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o_e; long u/u_e; long
e/e_e
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Long Ago and Now
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Formativethumbs up
thumbs down,
teacher
observation, class
participation
Summativecompleted
workbook pages
134; spelling book
79; graphic
organizer
Student Self Assessmentcheck papers
words by blending
sounds/phonemes.
…decode regularly
spelled one syllable
words.
…segment spoken
single syllable
words into their
complete sequence
of individual
phonemes.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns
and frequently
occurring regular
words.
…with guidance
focus on a topic,
respond to
questions and add
Photo Cards
Writing Journals
Leveled/Decodable
Readers
4
details to
strengthen writing.
…use verbs to
convey a sense of
past, present, and
future.
…use commas
correctly.
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…use the
illustrations and
details in a text to
describe key
details.
…use singular and
plural nouns with
matching verbs in
basic sentences.
…focus on a topic,
respond to
questions and
suggestions to
strengthen writing.
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o_e; long u/u_e; long
e/e_e
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
Literature
Anthology Long Ago
and Now
Tear and Take story
“Life Long Ago”
Practice Workbook
Online resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
135, 136, 137,
130; spelling
pages 80
Student Self Assessmentgraphic organizer
Readers
Reader Response
Journals
5
Students will
…demonstrate an
understanding of
concepts of print.
…segment spoken
single syllable
words into
complete
phonemes.
…orally produce
single syllable
words by blending
phonemes
including
consonant blends.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use verbs to
convey a sense of
1
2
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o_e; long u/u_e; long
e/e_e
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/Nonfiction
“From Horse to
Plane”
Practice Workbook
Online Resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Formativeteacher
observation, class
participation
Summative- end
of week skills
check, spelling
test, long vowel
quiz; workbook
pgs. 139; graphic
organizer
Student Self Assessmentgraphic organizer
present, past, and
future.
…use singular and
plural nouns with
matching verbs in
basic sentences.
…use commas
properly.
Students will-
Journals
FormativeSummative-
6
Student Self Assessment-