HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Fegley
Subject :
ELA
Proposed Dates: Sept 14-Oct 23
Grade Level (s): First Grade
Building : WHEMS
Unit Plan
Unit Title: Getting to Know You (Smart Start & Unit 1- McGraw Hill)
Essential Questions: What do you do at your school?
What makes you special?
What is it like where you live?
What makes a pet special?
What do friends do together?
How does your body move?
Standards: PA Core Standards
CC.1.1.1.B Demonstrate understanding of the organization and basic features of print
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.1.2.1.A Identify 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.C Describe connection between two individuals, events, ideas, or pieces of information in a text
CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas
CC.1.2.1.H Identify the reasons an author gives to support points in a text
CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson
CC.1.3.1.B Ask and answer questions about key details in a text
CC.1.3.1.C Describe characters, settings, major events in a story, using key details
CC.1.3.1.D Identify who is telling the story at various points in a text
CC.1.3.1.E Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types
CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events
CC.1.3.1.H Compare and contrast the adventures and experiences of characters in stories
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.G Demonstrate command of the conventions of standard English when speaking, based on Grade 1 level and content
Summative Unit Assessment : Unit 1 Assessment, McGraw Hill
Summative Assessment Objectives
Students will demonstrate understanding of phonemic awareness (phoneme
blending/segmentation and phoneme categorization), phonics (short vowels
a, i, consonant blends l, r, s, high-frequency words), comprehension skills (key
details and illustrations) and language conventions (sentences, 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
____ Other (explain)
Day
Objective (s)
Students will- correctly form the
letters b & l without error using
lined whiteboards
DOK
LEVEL
1
2
3
Grouping
DAILY PLAN
Activities / Teaching Strategies
Direct Instruction/Teacher modeling/Interactive
Instruction
- Text pages S60-S63 (Week 2 Day 5 Smart Start) – Use
as guide
W
I
Students will- correctly blend at
least 5 words with /b/ & /l/ from
the list provided
1
Assessment of Objective (s)
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessmentdiscussion
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- make a text-to-self
and/or a text-to-world connection
to the story “Jack and the
Beanstalk” orally
Students will- correctly form the
letter k without error using lined
whiteboards
2
Materials / Resources
Students will- correctly blend at
least 5 words with /k/ from the list
provided
Students will- read high-frequency
words are, me and use correctly in
a sentence (words will be added to
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction
- Text pages S64-S69 (Week 3 Day 1 Smart Start) Use as
guide
W
I
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessmentdiscussion
word ring)
Students will- correctly blend
words when given segmented
phonemes without error
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction
- Text pages S70-S75 (Week 3 Day 2 Smart Start) Use as
guide
Students will- correctly blend at
least 5 words with short u from the
list provided
3
W
I
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
S
SummativeStudent Self - Assessmentdiscussion
Students will- read high-frequency
words she, with, for and use
correctly in a sentence (words will
be added to word ring)
Students will- retell 3 story details
from read-aloud “The Tortoise and
the Hare” with a partner
Students will- correctly segment
words phoneme by phoneme
without error when given whole
word
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction
- Text pages S76-S81 (Week 3 Day 3 Smart Start) Use as
guide
W
I
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
Students will- correctly form the
letters g & w without error using
lined whiteboards
4
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion
Students will- correctly blend at
least 5 words with /g/ & /w/ from
the list provided
Students will- read high-frequency
words and, have and use correctly
in a sentence (words will be added
to word ring)
Students will- correctly segment
words phoneme by phoneme
without error when given whole
word
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction
- Text pages S82-S87 (Week 3 Day 4 Smart Start) Use as
guide
W
I
S
5
Students will- correctly form the
letters x, v, q without error using
lined whiteboards
Students will- correctly blend at
least 5 words with /ks/, /v/, /kw/
from the list provided
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
Formative-- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion
Students will- read high-frequency
words see, said, was and use
correctly in a sentence (words will
be added to word ring)
Students will- retell 3 details from
nonfiction read-aloud “How Do We
Get Around?” in a small group
Students will- correctly identify
rhyming words using photo cards
without error
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction
- Text pages S88-S93 (Week 3 Day 5 Smart Start) Use as
guide
W
I
Students will- correctly form the
letters j, y, z without error using
lined whiteboards
6
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- Diagnostic Assessment
Student Self - Assessmentdiscussion
Students will- correctly blend at
least 5 words with /j/, /y/, /z/ from
the list provided
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- make a text-to-self
and/or a text-to-world connection
to the story “The Tortoise and the
Hare” orally
Students will- review and discuss
essential question with a peer
Students will- share 3 details using
visual cues to complete chart
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T8-T19 (Week 1 Day 1) Use as guide
W
I
S
Students will- use problem solving
strategy Visualize to demonstrate
understanding of a text
7
Students will- correctly blend at
least 5 words with short a from the
list provided
Students will- correctly spell words
with short a using whiteboards
with less than 2 errors
Students will- read high-frequency
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessmentdiscussion
words does, not, want, school and
use correctly in a sentence (words
will be added to word ring)
Students will- use problem solving
strategy Visualize to demonstrate
understanding of a text
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T20-T29 (Week 1 Day 2) Use as guide
I
Students will- correctly isolate a
phoneme in a word orally without
error
8
W
S
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessmentdiscussion
Students will- correctly use
inflectional ending –s to verb orally
and/or in a sentence without error
Students will- find 3 key details in
story “Jack Can” and correctly list
on graphic organizer
Students will- identify complete
sentence (v. incomplete sentence)
without error
Students will- correctly blend at
least 5 words with short a from the
list provided
Students will- correctly use
inflectional ending –s to verb orally
and/or in a sentence without error
Students will- spell short a words
from a spelling list with less than 2
errors
9
Students will- apply
comprehension strategy Use Key
Details to discuss realistic fiction
“Nat and Sam” using a graphic
organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write draft of
personal narrative using graphic
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T30-T37 (Week 1 Day 3) Use as guide
W
I
S
SummativeStudent Self - Assessmentdiscussion
organizer
Students will- compare and
contrast literature and nonfiction
text orally using Venn diagram
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T38-T43 (Week 1 Day 4) Use as guide
W
I
S
Students will- correctly isolate a
phoneme in a word orally without
error
10
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - AssessmentDiscussion; writing conferences
Students will- revise personal
narrative draft after conferencing
with teacher
Students will- write final draft of
personal narrative with less than 3
errors
11
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T46-T51 (Week 1 Day 5) Use as guide
W
I
S
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Students will- review and discuss
essential question with a peer
Students will- use problem solving
strategy Visualize to demonstrate
understanding of a text
Students will- correctly blend at
least 5 words with short i from the
list provided on projector
12
Students will- correctly spell words
with short i using whiteboards with
less than 2 errors
Students will- read high-frequency
words down, out, up, very and use
correctly in a sentence (words will
be added to word ring)
Students will- read “Six Kids” with
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T86-T97 (Week 2 Day 1) Use as guide
W
I
S
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- short a spelling test
Student Self - Assessmentdiscussion
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
a partner, identifying HF and short
i words
Students will- rewrite sentences
using correct punctuation with less
than 2 errors using interactive
reading journal
Students will- use problem solving
strategy Visualize to demonstrate
understanding of a text
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/
- Text pages T98-T107(Week 2 Day 2) Use as guide
W
I
S
Students will- correctly categorize
words by focusing on medial sound
orally without error
13
Students will- correctly identify by
underlining double final
consonants in word without error
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessmentdiscussion
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- find 3 key details in
story “Six Kids” and correctly list
on graphic organizer
Students will- correctly blend at
least 5 words with short i from the
list provided
Students will- correctly identify by
underlining double final
consonants in word without error
14
Students will- spell short i words
from a spelling list with less than 2
errors
Students will- apply
comprehension strategy Use Key
Details to discuss fantasy “Go,
Pip!” using a graphic organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T108-T115(Week 2 Day 3) Use as guide
W
I
S
SummativeStudent Self - Assessmentdiscussion
Students will- write descriptive
sentence about a place using
correct punctuation and word
order
Students will- compare and
contrast nonfiction text orally with
a partner
15
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T116-T123(Week 2 Day 4)
Use as guide
W
I
S
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- create a Venn
Diagram comparing two places in
their community using interactive
reading journal
Students will- make connections
between the stories read
throughout the week using graphic
organizer in a small group
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T124-129(Week 2 Day 5)
Use as guide
W
I
S
Students will- write an analysis
using sentence frames to show
how author used key details with
help from teacher
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
16
SummativeStudent Self - Assessmentdiscussion; interactive reading
journal
Summative- spelling test – short i
words
Student Self - Assessmentdiscussion
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- review and discuss
essential question with a peer
Students will- use problem solving
strategy Visualize to demonstrate
understanding of a text
17
Students will- correctly blend at
least 5 words with l-blends from
the list provided on projector
Students will- correctly spell words
with l-blends using whiteboards
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T164-T175(Week 3 Day 1) Use as guide
W
I
S
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
with less than 2 errors
Students will- read high-frequency
words be, come, good, pull and use
correctly in a sentence (words will
be added to word ring)
Students will- read “A Pig for Cliff”
with a partner, identifying HF and
short i words
Students will- rewrite sentences
using correct punctuation and
capitalization with less than 2
errors using interactive reading
journal
Students will- use problem solving
strategy Visualize to demonstrate
understanding of a text
1
2
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T176-185(Week 3 Day 2) Use as guide
W
I
S
Students will- correctly blend 3and 4-phoneme words orally
without error
Students will- correctly add plural
–s to nouns and use in a sentence
orally
18
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion
Students will- correctly sort lblends on a chart and read words
chorally without error
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- find 3 key details in
story “A Pig for Cliff” and correctly
list on graphic organizer
Students will- correctly substitute
initial phonemes orally without
error
19
Students will- correctly blend at
least 5 words with l-blends from a
list provided
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T186-T193(Week 3 Day 3)
Use as guide
W
I
S
Summative-
Students will- spell words with lblends from a spelling list with less
than 2 errors
leveled readers; graphic organizers;
interactive reading journal
Student Self - Assessmentdiscussion
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
Students will- apply
comprehension strategy Use Key
Details to discuss fantasy “Flip!”
using a graphic organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- correctly identify
and describe text feature labels in
informational text orally
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T194-201(Week 3 Day 4) Use as guide
W
I
S
Students will- correctly build words
with l-blends using word-building
cards with 2 or less errors
20
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- create a poster
about a pet, including at least one
illustration and explaining how to
take care of pet/why pet is special
with support from peers and/or
teacher
Students will- make connections
between the stories read
throughout the week using graphic
organizer in a small group
21
Students will- write an analysis
using sentence frames to show
how author used key details with
help from teacher
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Students will- read high-frequency
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T202-T207(Week 3 Day 5) Use as guide
W
I
S
SummativeStudent Self - Assessmentdiscussion; interactive reading
journal
Summative- spelling test – words
with l-blends
Student Self - Assessmentdiscussion; interactive reading
journal
words to a partner using word ring
with less than 2 errors
Students will- review and discuss
essential question with a peer
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T242-T253(Week 4 Day 1) Use as guide
W
I
S
Students will- use problem solving
strategy Ask and Answer Questions
to demonstrate understanding of a
text
Students will- correctly blend at
least 5 short o words from a list
provided
22
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- correctly spell words
with short o using whiteboards
with less than 2 errors
Students will- read high-frequency
words fun, make, they, too and use
correctly in a sentence (words will
be added to word ring)
Students will- read “Toss! Kick!
Hop!” with a partner, identifying
HF and short i words
Students will- identify question
and exclamation sentences and
use correct punctuation with less
than 2 errors in their interactive
reading journal
Students will- use problem solving
strategy Ask and Answer Questions
to demonstrate understanding of a
text
23
Students will- correctly segment 3and 4-phoneme words orally
without error
Students will- correctly write
words from a list in alphabetical
order without error
Students will- correctly sort words
with short o on a chart and read
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T254-263(Week 4 Day 2)
Use as guide
W
I
S
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
words chorally without error
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- find 3 key details in
story “Toss! Kick! Hop!” and
correctly list on graphic organizer
Students will- rewrite question and
exclamation sentences using
correct punctuation in interactive
reading journal with less than 2
errors
Students will- correctly delete
initial phonemes orally without
error
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T264-T271(Week 4 Day 3) Use as guide
W
I
S
Students will- correctly blend at
least 5 words with short o from a
list provided
Students will- correctly write
words from a list in alphabetical
order without error
24
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- spell words with
short o from a spelling list with less
than 2 errors
Students will- apply
comprehension strategy Ask and
Answer Questions to discuss
nonfiction text “Friends” with a
partner
Students will- use text evidence to
retell story with help of peers
and/or teacher
25
Students will- make connections
between characters in the story
“Friends” and in the poem “There
are Days and There are Days” with
a partner
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T272-T279(Week 4 Day 4) Use as guide
W
I
S
Students will- correctly build words
with short o using word-building
cards with 2 or less errors
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Summative-
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- rewrite question and
exclamation sentences using
correct punctuation in interactive
reading journal with less than 2
errors
26
Students will- create a poster
about a sport or game, including at
least one illustration and 2-3
details about the sport or game
with support from peers and/or
teacher
Students will- make connections
between the stories read
throughout the week using graphic
organizer in a small group
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T280-T85(Week 4 Day 5) Use as guide
W
I
S
Students will- write an analysis
using sentence frames to show
how author used key details with
help from teacher
Summative- spelling test – short o
words
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
27
Students will- review and discuss
essential question with a peer
Students will- use problem solving
strategy Ask and Answer Questions
to demonstrate understanding of a
text
Students will- correctly blend at
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T320-T331(Week 5 Day 1) Use as guide
W
I
S
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessment-
least 5 words with r-blends and sblends from a list provided
discussion; interactive reading
journal
Students will- correctly spell words
with r-blends and s-blends using
whiteboards with less than 2
errors
Students will- read high-frequency
words jump, move, run, two and
use correctly in a sentence (words
will be added to word ring)
Students will- read “Move and
Grin!” with a partner, identifying
HF and short i words
28
Students will- rewrite sentences
using correct capitalization and
punctuation without error
Students will- use problem solving
strategy Ask and Answer Questions
to demonstrate understanding of a
text
Students will- correctly segment 3and 4-phoneme words orally
without error
Students will- identify possessives
in a sentence by underlining the
word with ‘s
Students will- correctly sort words
with r-blends and s-blends on a
chart and read words chorally
without error
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- find 2 key details in
nonfiction text with a partner
Students will- rewrite question and
exclamation sentences using
correct punctuation in interactive
reading journal with less than 2
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T332-T341(Week 5 Day 2) Use as guide
W
I
S
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
errors
29
Students will- correctly delete
phonemes orally without error
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T342-349(Week 5 Day 3) Use as guide
W
I
S
Students will- correctly blend at
least 5 words with s-blends and rblends from a list provided
Students will- spell words with rblends and s-blends from a spelling
list with less than 2 errors
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- apply
comprehension strategy Ask and
Answer Questions to discuss
nonfiction text “Move It!” with a
partner
Students will- use text evidence to
retell story with help of peers
and/or teacher
30
Students will- use diagrams to
compare two things orally
Students will- correctly build words
with r-blends and s-blends using
word-building cards with 2 or less
errors
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- rewrite statement,
question, and exclamation
sentences using correct
punctuation in interactive reading
journal with less than 2 errors
Students will- create a visual
record about a movement,
including at least one illustration
and 2 sentences about how their
bodies move while performing the
movement with support from
peers and/or teacher
1
2
3
4
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T350-T357(Week 5 Day 4) Use as guide
W
I
S
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
31
Students will- make connections
between the stories read
throughout the week using graphic
organizer in a small group
Students will- write an analysis
using sentence frames to show
how author used key details with
help from teacher
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- demonstrate
understanding of skills taught in
Unit 1 with 90% accuracy on Unit 1
Assessment
1
2
3
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
- Text pages T350-T357(Week 5 Day 5) Use as guide
W
I
S
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Unit 1 Assessment
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeUnit 1 Assessment; spelling test –
r-blends and s-blends
Student Self - Assessmentquestion