HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Fegley
Subject :
ELA
Proposed Dates:
Nov 16-Dec 23
Building : WHEMS
Unit Plan
Unit Title: Our Community
Essential Questions: What makes a community?
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 in the community?
How can you find your way around?
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 alike or different?
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
Grade Level (s): First Grade
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.E Use various text features and search tools to locate key facts or 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.1.2.1.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 words and phrases
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.1.4.1.M Write narratives to develop real or imagined experiences or events
CC.1.4.1.N Establish who and what the narrative will be about
CC.1.4.1.O Include thoughts and feelings to describe experiences and events
CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure
CC.1.4.1.Q Use a variety of words or phrases
CC.1.4.1.R Demonstrate a grade appropriate command of the convections of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting, or a day or
two) 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 larger groups
CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking/answering questions about key
Details and requesting clarification if something is not understood
CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather 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 when 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 : Unit 2 Assessment, McGraw Hill
Summative Assessment Objectives
Students will demonstrate understanding of phonemic awareness (phoneme
blending/segmentation and phoneme substitution), phonics (short vowel u,
ending consonant blends –nk, -nt, -nd, -st, -sk, -mp, -sp; digraphs th, sh, -ng,
ch, -tch, wh, ph; inflectional endings –ed, -ing; contractions with ‘s; highfrequency words), comprehension skills (character/setting/events; use
illustrations; main topic and key details) and language conventions (nouns,
singular/plural; possessives; common/proper) with 85% accuracy on Unit 2
Assessment.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
Students will- review and discuss
essential question with a peer
DOK
LEVEL
1
Grouping
DAILY PLAN
Activities / Teaching Strategies
Direct Instruction/Teacher modeling/Interactive
Instruction
2
W
- Text pages T8-T-19 (Week 1 Day 1) Use as guide
3
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
Students will- correctly blend at
least 5 words with short e from
the list provided
1
Students will- correctly spell words
with short e using whiteboards
with less than 2 errors
Students will- read high-frequency
words again, help, new, there, use
and use correctly in a sentence
(words will be added to word ring)
Students will- read decodable text
with 2 or less errors with a partner
S
I
Materials / Resources
Assessment of Objective (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
Summative-
Student Self - Assessmentdiscussion
Students will- correctly identify
and circle nouns in a sentence
with 2 or less errors
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
1
Direct Instruction/Teacher modeling/Interactive
Instruction
2
W
- Text pages T20-29 (Week 1 Day 2) use as guide
3
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
I
Students will- correctly isolate a
phoneme in a word orally without
error
Summative-
Student Self - Assessmentdiscussion
Students will- correctly use
inflectional ending –ed to verb
orally and/or in a sentence
without error
2
Students will- reread “Good Job,
Ben!” with a partner and describe
characters, setting, events and
complete graphic organizer
Students will- correctly identify
nouns in a sentence orally without
error
Students will- correctly place
commas in a series with 2 or less
errors
3
Students will- correctly blend at
least 5 words with short e from
the list provided
1
2
Direct Instruction/Teacher modeling/Interactive
Instruction
W
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
3
- Text pages T30-37 (Week 1 Day 3) Use as guide
Students will- correctly use
inflectional ending –ed to verb
orally and/or in a sentence
without error
projector; computer; word ring
I
SummativeS
Student Self - Assessment-
Students will- spell short e words
from a spelling list with less than 2
errors
discussion
Students will- apply
comprehension skill characters,
setting, events to discuss realistic
fiction “The Red Hat” using a
graphic organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write draft about
someone who has a job in the
community using graphic
organizer
Students will- compare and
contrast literature and nonfiction
text orally using Venn diagram
1
Direct Instruction/Teacher modeling/Interactive
Instruction
2
W
S
- Text pages T38-43 (Week 1 Day 4) use as guide
3
4
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
Students will- identify labels in
nonfiction text with a partner
Summative-
Students will- correctly isolate a
phoneme in a word orally without
error
Student Self - Assessmentdiscussion
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- revise story draft
after conferencing with teacher
Students will- write final draft of
story with less than 3 errors
1
Direct Instruction/Teacher modeling/Interactive
Instruction
W
2
- Text pages T46-51 (Week 1 Day 5) use as guide
3
I
Students will- make text
connections about jobs in a
community using graphic
organizer with help from teacher
Practice Book; whiteboards;
markers; word-building cards/letter
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
S
Formative-- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- spelling test – words
with short e
Weekly Skills Test
5
Students will- write an analysis
about one of the stories
throughout the week to explain
why author used characters,
setting, and events to tell about
jobs with help from teacher
Student Self - Assessmentdiscussion
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
6
Students will- review and discuss
1
Direct Instruction/Teacher modeling/Interactive
W
Practice Book; whiteboards;
markers; word-building cards/letter
Formative- thumbs up/down;
choral response; think, pair, share;
essential question with a peer
2
Instruction
3
- Text pages T86-T97 (Week 2 Day 1) use as guide
I
tiles; sound-spelling cards; highfrequency word cards; overhead
projector; computer; word ring
observation; questioning
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
Summative- Diagnostic
Assessment
Students will- correctly blend at
least 5 words with short u from
the list provided
Student Self - Assessmentdiscussion
Students will- correctly spell words
with short u using whiteboards
with less than 2 errors
Students will- read high-frequency
words could, live, one, then, three
and use correctly in a sentence
(words will be added to word ring)
Students will- read decodable text
with 2 or less errors with a partner
Students will- correctly identify the
singular/plural nourn in a sentence
with 2 or less errors
7
Students will- use problem solving
strategy make and confirm
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
Practice Book; visual vocabulary
words; literature big book;
Formative- thumbs up/down;
choral response; think, pair, share;
predictions to demonstrate
understanding of a text
2
- Text pages T98-T107 (Week 2 Day 2) Use as guide
W
3
4
I
Students will- correctly identify a
phoneme in a word orally without
error
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
high-frequency word cards;
reading/writing workshop book;
leveled readers
observation; questioning
Summative-
S
Student Self - Assessment-
Students will- correctly identify a
contraction with ‘s orally and/or in
a sentence without error
discussion
Students will- reread “Cubs in a
Hut!” with a partner and describe
characters, setting, events and
complete graphic organizer
Students will- correctly identify
singular/plural nouns in a sentence
orally without error
Students will- correctly place
apostrophe in a contraction with 2
or less errors
Students will- correctly blend at
least 5 words with short u from
the list provided
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
- Text pages T108-T115 (Week 2 Day 3) Use as guide
3
8
Students will- correctly use
contractions with ‘s orally and/or
4
I
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
Summative-
in a sentence without error
S
Student Self - Assessmentdiscussion
Students will- spell short u words
from a spelling list with less than 2
errors
Students will- apply
comprehension skill characters,
setting, events to discuss fantasy
story “The Pigs, the Wolf, and the
Mud” using a graphic organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write draft about a
story using sequence charts with
help from teacher
Students will- compare and
contrast fantasy story and
nonfiction text about different
homes
9
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
- Text pages T116-T123 (Week 2 Day 4) use as guide
3
4
I
Students will- identify captions in
nonfiction text with a partner
S
Students will- correctly identify the
same phoneme in a group of
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
Summative-
Student Self - Assessmentdiscussion
words orally without error
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- revise story draft
after conferencing with teacher
Students will- draw and label a
building with help from a partner
Students will- write final draft of
story with less than 3 errors
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T124-T129 (Week 2 Day 5) use as guide
3
Students will- make text
connections about buildings and
what they are made of using
graphic organizer with help from
teacher
10
Students will- write an analysis
about one of the stories
throughout the week to explain
why author used characters,
setting, and events to tell about
buildings with help from teacher
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
4
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
Summative- spelling test – short u
words
Student Self - AssessmentDiscussion; writing conferences
Students will- review and discuss
essential question with a peer
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T164-175 (Week 3 Day 1) Use as guide
3
S
Students will- use problem solving
strategy Reread to demonstrate
understanding of a text
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
Students will- categorize and blend
words with ending blends orally
without error
11
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- correctly spell words
with end blends using whiteboards
with less than 2 errors
Students will- read high-frequency
words eat, no, of, under, who and
use correctly in a sentence (words
will be added to word ring)
Students will- read “The Best Spot”
with a partner, identifying HF and
end-blend words
Students will- correctly identify
and circle possessive nouns in
sentences with less than 2 errors
12
Students will- use problem solving
strategy Reread to demonstrate
understanding of a text
1
Direct Instruction/Teacher modeling/Interactive
Instruction/
2
W
- Text pages T176-T185(Week 3 Day 2) Use as guide
Students will- correctly blend
3
I
Practice Book; visual vocabulary
words; literature big book;
whiteboards; markers; wordbuilding cards/letter tiles; overhead
projector; computer; word ring;
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
phonemes with end blends to
make a word orally without error
S
high-frequency word cards;
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Students will- correctly add
inflectional ending –ing to verbs
and use orally in a sentence
Summative-
Student Self - Assessmentdiscussion
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- identify main topic
and key details in story “The Best
Spot” and correctly list on graphic
organizer with help from teacher
Students will- correctly substitute
phonemes orally with less than 2
errors
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T186-T193 (Week 3 Day 3) Use as guide
3
13
Students will- correctly add
inflectional ending –ing to verbs
and use orally in a sentence
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
Students will- spell words with end
blends from a spelling list with less
than 2 errors
Students will- apply
comprehension strategy Reread to
discuss nonfiction text “At a Pond”
with a partner
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write sentences that
explain using correct punctuation
and word order
Students will- compare and
contrast nonfiction text and a
poem orally with a partner
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T194-201 (Week 3 Day 4) Use as guide
3
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
S
4
14
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- revise sentences
that explain with help from
teacher
Students will- make a collage
about a habitat and the animals
that live in it
Students will- make text
onnections between the stories
read throughout the week using
graphic organizer in a small group
15
Students will- write an analysis
using sentence frames to show
how author used key details with
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T202-207 (Week 3 Day 5) Use as guide
3
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- spelling test – words
with end blends
Weekly Skills Test
help from teacher
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Student Self - Assessmentdiscussion
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
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
W
I
- Text pages T242-T253 (Week 4 Day 1) Use as guide
S
Students will- use problem solving
strategy Reread to demonstrate
understanding of a text
16
Students will- correctly isolate
initial and final sounds orally
without error
Students will- blend at least 5
words with digraphs th, sh, ng
from list displayed on projector
Students will- correctly spell words
with th, sh, ng using whiteboards
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
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- read high-frequency
words all, call, day, her, want and
use correctly in a sentence (words
will be added to word ring)
Students will- read “Thump Thump
Helps Out” with a partner,
identifying HF and short i words
Students will- identify common
and proper nouns in a sentence
with less than 2 errors
Students will- use problem solving
strategy Reread to demonstrate
understanding of a text
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T254-263 (Week 4 Day 2) Use as guide
S
Students will- categorize
phonemes with th, sh, ng orally
without error
17
Students will- correctly sort
digraphs sh, th, ng 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- identify characters,
setting, events in the story
“Thump Thump Helps Out” on a
graphic organizer with a partner
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
Students will- correctly blend and
read at least 5 words with
digraphs th, sh, ng from a list
provided
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T264-T271 (Week 4 Day 3) Use as guide
3
S
4
Students will- spell words with
digraphs sh, th, ng from a spelling
list with less than 2 errors
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
Summative-
Student Self - Assessmentdiscussion
Students will- apply
comprehension strategy Reread to
discuss fantasy “Nell’s Books” and
find characters, setting, events
using a graphic organizer in
interactive journal
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- find and capitalize
proper nouns in a sentence with
less than 2 errors
19
Students will- understand text
feature Make a List as they read
nonfiction text orally
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T272-279 (Week 4 Day 4) Use as guide
3
Students will- compare fantasy
4
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;
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
text and nonfiction text orally
leveled readers; graphic organizers;
interactive reading journal
Summative-
Students will- categorize
phonemes orally from a list with 2
or less errors
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- make a list using a
shutter foldable of ways to make
the classroom better with help
from a partner/teacher in
interactive journal
Students will- make connections
between the stories read
throughout the week using graphic
organizer in a small group
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
- Text pages T280-285 (Week 4 Day 5) Use as guide
3
I
S
20
Students will- write an analysis
using sentence frames to describe
characters, setting, events with
help from teacher in interactive
journal
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
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; graphic organizers;
interactive reading journal
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- spelling test – words
with digraphs
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
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T320-331 (Week 5 Day 1) Use as guide
3
Students will- use problem solving
strategy Reread to demonstrate
understanding of a text
Students will- correctly blend at
least 5 words with digraphs ch,
tch, wh, ph from a list provided
21
Students will- correctly spell words
with digraphs ch, tch, wh, ph using
whiteboards with less than 2
errors
Students will- read high-frequency
words around, by, many, place,
walk and use correctly in a
sentence (words will be added to
word ring)
Students will- read “Which Way on
the Map?” with a partner,
identifying HF and words with
digraphs
Students will- identify irregular
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
and plural nouns and use correctly
in a sentence orally
Students will- use problem solving
strategy Reread to demonstrate
understanding of a text
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T332-341 (Week 5 Day 2) Use as guide
3
Students will- correctly add a
phoneme to a word orally without
error
Students will- blend and read
words with digraphs without error
Students will- correctly add
inflectional ending –es to words
and use orally in a sentence
22
Students will- correctly sort words
with digraphs 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- identify main topic
and key details in informational
text using graphic organizer with
help from partner/teacher
4
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
Students will- correctly blend at
least 5 words with digraphs from a
list provided without error
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T342-349 (Week 5 Day 3) Use as guide
3
Students will- spell words with
digraphs from a spelling list with
less than 2 errors
23
S
4
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 Reread to
discuss nonfiction text “Fun with
Maps” with a partner
Students will- use text evidence to
retell story with help of peers
and/or teacher
24
Students will- determine how
specific features on a map can
help them find their way with help
from teacher
1
2
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- identify irregular
W
I
- Text pages T350-T357 (Week 5 Day 4) Use as guide
3
4
Students will- correctly add
phoneme to a word to create new
word orally without error
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
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
plural nouns orally in a sentence
Students will- make a map of their
bedroom, including labels and
images with support from peers
and/or teacher
25
Students will- make connections
between the stories read
throughout the week using graphic
organizer in a small group
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T358- 363(Week 5 Day 5) Use as guide
3
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
Summative- spelling test –words
with digraphs
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
26
Students will- demonstrate
understanding of skills taught in
Unit 2 with 85% accuracy on Unit 2
Assessment
1
2
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
Overhead projector
Formative-
I
3
4
Summative- Unit 2 Assessment
Student Self - Assessmentdiscussion; interactive reading
journal