HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jo Ann Burger
Subject : Reading
Proposed Dates: September/October 2015
Grade Level (s) First
Building : WHEMS
Unit Plan
Unit Title:
“Getting to Know Us”
Essential Questions:
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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.
 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.1.4.1.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 task and situation.
Summative Unit Assessment : McGraw Hill Assessment Test, First Grade Report Card Testing/Rubric
Summative Assessment Objective
Assessment Method (check one)
Students Will
Demonstrate phonemic awareness, structural analysis (phonic/short
vowels), read and decode high frequency words, increase
understanding/comprehension of text, and differentiate between
complete sentences/incomplete sentences (grammar skills, word order,
questions, and exclamations) with 85% accuracy on Unit 1 Assessment.
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
_X__ Other (explain) First Grade Report Card Testing/Rubric
Day
1-3
Objective (s)
*Students will recognize the
distinguishing features of a
sentence (first word, capitalization,
ending punctuation).
*Students will orally produce
single syllable words by blending
sounds (phonemes) including
consonant blends.
*Students will decode regularly
spelled one-syllable words.
*Students will recognize and read
grade appropriate irregularly
spelled words.
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Activities:
Daily Phonic Skills
Grouping
DAILY PLAN
W
S
L
Teaching Strategies:
Direct Instruction,
Teacher Inquiry/Q and A
Interactive Instruction
Indirect Instruction
Guided Practice Independent Work/Study
Flex Group on Abilities/ Differentiated Instruction
Learning Centers
Partner Check
Read Alouds
Teacher Modeling/Demonstrating
Materials / Resources
Teacher Manual
Online Resources
Teaching Posters
High Frequency Cards
Sound Spelling Cards
Word Building Cards
Photo Cards
Supplemental Worksheets/Practice
Papers
Assessment of Objective (s)
FormativeThink-Pair Share
Response on whiteboard
Choral response
Teacher observations
Red and green cards
Popsicle sticks
Thumbs up/down
Group Work
SummativeWriting spelling words
Using words in a sentence
Student Self - AssessmentWhole and small group
discussion/Checklist at the board
Self-Check Papers/Partner Check
Papers
4-6
Students will recognize the
distinguishing features of a
1
2
Activities:
Daily Phonic Skill Activities
W
S
Teacher Manual
Online Resources
FormativeThink-Pair Share
7-9
1012
sentence (first word, capitalization,
ending punctuation).
*Students will orally produce
single syllable words by blending
sounds (phonemes) including
consonant blends.
*Students will decode regularly
spelled one-syllable words.
*Student will recognize and read
grade appropriate irregularly
spelled words.
*Students write their spelling
words 3 times each.
3
4
Students will recognize the
distinguishing features of a
sentence (first word, capitalization,
ending punctuation).
*Students will segment spoken
single-syllable words into their
complete sequence of individual
sounds (phonemes).
*Students will decode regularly
spelled one-syllable words.
1
2
3
4
Students will recognize the
distinguishing features of a
sentence (first word, capitalization,
ending punctuation).
*Students will segment spoken
single-syllable words into their
complete sequence of individual
sounds (phonemes).
*Students will recognize and read
grade appropriate irregularly
spelled words.
L
Teacher Strategies:
Direct Instruction
Teacher Inquiry/Q and A
Guided Practice Independent Work/Study
Flex Group Differentiated Instruction
Interactive Instruction
Indirect Instruction
Teacher Modeling/Demonstrating
Learning Centers
Partner Check
Read Alouds
High Frequency Cards
Sound Spelling Cards
Word Building Cards
Photo Cards
Supplemental Worksheets/Practice
Papers
Respond on whiteboard
Thumbs up/down
Teacher observations
Red and green cards
Popsicle sticks
Choral response
SummativeWrite spelling words
Write sentences using spelling
words.
Student Self - AssessmentWhole and small group
discussion/Checklist at the board
Self-Check Papers/Partner Check
Papers
1
2
3
4
Activities:
Daily Phonic Skill Activities
W
S
L
Teaching Strategies:
Direct Instruction
Teacher Inquiry/Q and A Guided Practice, Independent
Work/Study
Flex Group on Abilities/Differentiated Instruction
Interactive Instruction
Indirect Instruction
Teacher Modeling/Demonstrating
Learning Centers
Partner Check
Read Alouds
Activities:
Daily Phonic Worksheet Activities
Writing sentences
Teaching Strategies:
Direct Instruction,
Teacher Inquiry/Q and A
Interactive Instruction
Indirect Instruction
Guided Practice Independent Work/Study
Teacher Manual
Online Resources
High Frequency Cards
Sound Spelling Cards
Word Building Cards
Photo Cards
Supplemental Worksheets/Practice
Papers
FormativeThink-Pair Share
Respond on whiteboards
Thumbs up/down
Choral response
Popsicle sticks
Red and green cards
Teacher observations
SummativeWriting spelling words
Using spelling words in a sentence
Student Self - Assessment-r
Whole and small group discussion
and Checklist at the board
Self-Check Papers/Partner Check
Papers
W
S
L
Teacher Manual
Online Resources
High Frequency Cards
Sound Spelling Cards
Word Building Cards
Photo Cards
Supplemental Worksheets/Practice
Papers
FormativeThink-Pair Share
Respond on whiteboards
Thumbs up/down
Teacher observations
Red and green cards
Popsicle sticks
Choral response
Summative-
Flex Group, Differentiated Instruction/Flex Group of
Abilities
Learning Centers
Partner Check
Read Alouds
Teacher Modeling/Demonstrating
1314
Students will recognize the
distinguishing features of a
sentence (first word, capitalization,
ending punctuation).
*Students will decode regularly
spelled one-syllable words.
*Students will recognize and read
grade appropriate irregularly
spelled words.
*Students will write sentences
with the spelling words.
Students will review the skills
presented throughout the week.
1517
1
2
3
4
1
2
3
4
Activities:
Daily Phonic Skills Worksheet Activities
Completed writing spelling words
Completed writing sentences
Student Self - AssessmentWhole and small group discussion
and Checklist at the board
Self-Check Papers/Partner Check
Papers
W
S
L
Teaching Strategies:
Direct Instruction,
Teacher Inquiry/Q and A,
Guided Practice, Independent Work/Study,
Indirect Instruction,
Interactive Instruction,, Differentiated Instruction/Flex
Group,
Learning Centers,
Partner Check,
Read Alouds, Integrating
Technology,
Teacher Modeling/Demonstrating
Activities:
Daily Phonic Skill Worksheet Activities
Teaching Strategies:
Direct Instruction, Guided Practice, Independent
Work/Study, Differentiated Instruction/Flex Group on
Abilities, Learning Centers, Partner Check, Read Alouds,
Teacher Inquiry/Q and A, Differentiated Instruction,
Interactive Instruction, Indirect Instruction,
Teacher Modeling/Demonstrating
Teacher Manual
Online Resources
High Frequency Cards
Sound Spelling Cards
Word Building Cards
Photo Cards
Supplemental Worksheets/Practice
Papers
FormativeThink-Pair Share
Respond on whiteboards
Thumbs up/down
Teacher Observations
Red and green cards
Popsicle sticks
Choral response
SummativeCompleted Worksheets/writing
words 3 times each/sentences
Student Self - AssessmentWhole/small Group Discussion and
Checklist at the board
Self-Check Papers/Partner Check
Papers
W
S
L
Teacher Manuel
Practice Workbook
Online Resources
Teaching Posters
High Frequency Cards
Sound Spelling Cards
Word Building Cards
Photo Cards
Supplemental Worksheet/Practice
Papers
FormativeThink-Pair Share
Response on whiteboards
Teacher observations
Red and green cards
Popsicle sticks
Choral response
Thumbs up/down
SummativeCompleted Workbook pages
Student Self - AssessmentSelf-Check
Papers/Partner Check Papers
Whole and small group discussion
Checklist at the board
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