HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jo Ann Burger
Subject : Reading
Proposed Dates: December 2015/January 2016
Grade Level (s) First
Building : WHEMS
Unit Plan
Unit Title:
What Makes a Community?
Essential Questions:

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


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What jobs need to be done in a community?
What buildings do you know?
What are they made of?
Where do animals live together?
How do people help out the community?
How can you find your way around?
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
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.
Assessment Method (check one)
____ 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
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.
1
2
3
4
Activities:
Daily Phonic Skill Activities
Teacher Strategies:
Direct Instruction
Teacher Inquiry/Q and A
Guided Practice Independent Work/Study
Flex Group Differentiated Instruction
Interactive Instruction
Indirect Instruction
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 whiteboard
Thumbs up/down
Teacher observations
Red and green cards
Popsicle sticks
Choral response
Summative-
*Student will recognize and read
grade appropriate irregularly
spelled words.
*Students write their spelling
words 3 times each.
7-9
1012
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.
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.
Teacher Modeling/Demonstrating
Learning Centers
Partner Check
Read Alouds
Write 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
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
Flex Group, Differentiated Instruction/Flex Group of
Abilities
Learning Centers
Partner Check
Read Alouds
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
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
SummativeCompleted writing spelling words
Completed writing sentences
Student Self - AssessmentWhole and small group discussion
and Checklist at the board
Self-Check Papers/Partner Check
Papers
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
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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