HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Fegley
Subject :
ELA
Proposed Dates: 1/27/16-3/11/16
Building : WHEMS
Unit Plan
Unit Title: Changes Outside My Door
Essential Questions: How do we measure time?
How do plants change as they grow?
How is life different than it was long ago?
What changes do you see occurring outside your door?
How can we make our world better?
How do we get our food?
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
Grade Level (s): First Grade
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 3 Assessment, McGraw Hill
Summative Assessment Objectives
Assessment Method (check one)
Students will demonstrate understanding of phonemic awareness (phoneme
blending/segmentation and phoneme substitution), phonics (long vowels
CVCe; soft c; high-frequency words), comprehension skills (plot; sequence;
cause and effect; connections within text; compare and contrast; text
features- diagrams and bold print) and language conventions (present-tense
verbs; past tense verbs; is and are; contractions with not; commas in a series;
verbs with -s) with 85% accuracy on Unit 3 Assessment.
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Objective (s)
Students will- review and discuss
essential question with a peer
DOK
LEVEL
1
Grouping
Day
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 long a (CVCe)
from the list provided
1
Students will- correctly spell words
with long a using whiteboards with
less than 2 errors
Students will- read high-frequency
words away, now, some, today,
way, why 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
and circle verbs in a sentence with
2 or less errors
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- 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 add a
phoneme in a word orally without
error
Summative-
Student Self - Assessmentdiscussion
Students will- correctly read
contractions with not orally and/or
write in a sentence without error
2
Students will- reread “Nate the
Snake is Late” with a partner and
describe characters, setting,
events and complete graphic
organizer
Students will- correctly identify
verbs in a sentence orally without
error
Students will- correctly place
commas in a series with 2 or less
errors
Students will- correctly blend at
least 5 words with long a (CVCe)
from the list provided
1
Direct Instruction/Teacher modeling/Interactive
Instruction
2
W
- Text pages T30-37 (Week 1 Day 3) Use as guide
3
3
Students will- correctly use
contractions with not orally and/or
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
in a sentence without error
SummativeS
Students will- spell long a words
from a spelling list with less than 2
errors
Student Self - Assessmentdiscussion
Students will- apply
comprehension skill characters,
setting, events to discuss fantasy
story “On My Way to School”
using a graphic organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- compare ways to tell
time in nonfiction text
1
Direct Instruction/Teacher modeling/Interactive
Instruction
2
W
S
- Text pages T38-43 (Week 1 Day 4) use as guide
3
Students will- identify bold print
and undertstand its purpose in
nonfiction text with a partner
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
Summative4
Students will- correctly identify a
phoneme in a group of words
orally without error
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Student Self - Assessmentdiscussion
Students will- correctly identify
and circle verb or verbs in a
sentence with 2 or less errors
Students will- make text
connections about time using
graphic organizer with help from
teacher
1
Direct Instruction/Teacher modeling/Interactive
Instruction
W
2
- Text pages T46-51 (Week 1 Day 5) use as guide
3
I
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
time 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 long a (CVCe)
Weekly Skills Test
5
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
Student Self - Assessmentdiscussion
Students will- demonstrate
understanding of skills taught
throughout week on Weekly Skills
Test with 85% accuracy
Students will- review and discuss
essential question with a peer
1
Direct Instruction/Teacher modeling/Interactive
Instruction
W
2
- Text pages T86-T97 (Week 2 Day 1) use as guide
6
3
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
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
Summative- Diagnostic
Assessment
Students will- correctly blend at
least 5 words with long i (CVCe)
from the list provided
Student Self - Assessmentdiscussion
Students will- correctly spell words
with long i words using
whiteboards with less than 2
errors
Students will- read high-frequency
words green, grow, pretty, should,
together, water 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
present tense verb in a sentence
with 2 or less errors
7
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
1
2
W
- Text pages T98-T107 (Week 2 Day 2) Use as guide
3
4
Students will- correctly delete a
phoneme in a word to make a new
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
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-
word orally without error
S
Student Self - Assessment-
Students will- correctly plural
nouns orally and/or in a sentence
without error
discussion
Students will- reread “Time to
Plant!” with a partner and
describe plot sequence and
complete graphic organizer with
help from the teacher
Students will- correctly identify
present tense verbs in a sentence
orally without error
Students will- correctly blend at
least 5 words with long i 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
Students will- correctly use plural
nouns orally and/or in a sentence
without error
4
I
S
8
Students will- spell long i words
from a spelling list with less than 2
errors
Students will- apply
comprehension skill sequence to
discuss drama story “The Big Yuca
Plant” using a graphic organizer
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- 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 drama text and nonfiction
text about how plants grow
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
- Text pages T116-T123 (Week 2 Day 4) use as guide
3
Students will- identify text feature
diagram to find facts and
information in a nonfiction text
with a partner
9
Students will- correctly delete the
phoneme to make a new word
orally without error
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- revise opinion draft
after conferencing with teacher
Students will- make a flip book
4
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
Summative-
Student Self - Assessmentdiscussion
about how plants change as they
grow
Students will- write final draft of
opinion piece 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
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
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- spelling test – long i
words
10
Students will- write an analysis
about one of the stories
throughout the week using a
sequence chart to explain how
plants change and grow with help
from teacher
Student Self - AssessmentDiscussion; writing conferences
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
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T164-175 (Week 3 Day 1) Use as guide
3
11
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
Students will- identify and
generate rhyme orally without
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
error
journal
Students will- correctly blend at
least 5 words with soft c and g
from the list provided
Students will- correctly spell words
with soft c and g using
whiteboards with less than 2
errors
Students will- read high-frequency
words any, from, happy, once, so,
upon and use correctly in a
sentence (words will be added to
word ring)
Students will- read “The Nice
Mitten” with a partner, identifying
HF and soft c and g words
Students will- correctly identify
and circle past and future tense
verbs in sentences with less than 2
errors
12
Students will- use problem solving
strategy make and confirm
predictions to demonstrate
understanding of a text
Students will- correctly segment
phonemes orally without error
1
Direct Instruction/Teacher modeling/Interactive
Instruction/
2
W
- Text pages T176-T185(Week 3 Day 2) Use as guide
3
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
interactive reading journal
Students will- correctly add
inflectional endings –ed and –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 plot/cause
and effect in story “The Nice
Mitten” and correctly list on
graphic organizer with help from
teacher
Students will- correctly identify
past and future tense verbs in
sentences with less than 2 errors
Students will- correctly blend
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 endings –ed and –ing
to verbs and use orally in a
sentence
Students will- spell words with soft
c and g from a spelling list with
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
less than 2 errors
Students will- apply
comprehension skill Cause and
Effect to discuss folktale “The
Gingerbread Man” with a partner
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write using past or
future tense verbs with less than 2
errors
Students will- compare and
contrast folktale and nursery
rhymes 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
14
S
Students will- read high-frequency
words to a partner using word ring
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
15
Students will- write an analysis
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- correctly write
sentences using past or future
tense verbs with less than 2 errors
Students will- make text
connections between the stories
read throughout the week using
graphic organizer in a small group
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
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;
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- spelling test – words
using sentence frames to show
how author used cause and effect
with help from teacher
interactive reading journal
with soft c and g
Weekly Skills Test
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- demonstrate
understanding of skills taught
throughout week on Weekly Skills
Test with 85% accuracy
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 segment
phonemes orally without error
Students will- blend at least 5
words with long o, long u, or long
e (CVCe) from list displayed on
projector
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 long o or long u (CVCe) using
whiteboards with less than 2
errors
Students will- read high-frequency
words ago, boy, girl, how, old,
people and use correctly in a
sentence (words will be added to
word ring)
Students will- read “Life at Home”
with a partner, identifying HF and
long vowel (CVCe) words
Students will- identify and use
verbs is and are in sentences 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- correctly isolate
phonemes orally without error
17
Students will- correctly blend and
build words with long o, long u, or
long e orally without error
Students will- read high-frequency
words to a partner using word ring
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
Students will- use text evidence to
compare and contrast events in
the story “Life at Home” on a
graphic organizer with a partner
Students will- identify and circle is
and are verbs in a sentence with
less than 2 errors
Students will- correctly blend and
read at least 5 words with long
vowels 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
Students will- correctly decode
two-syllable words orally without
error (CVCe syllables)
18
Students will- spell words with
long o and long u from a spelling
list with less than 2 errors
Students will- apply
comprehension skill Compare and
Contrast to discuss nonfiction text
“Long Ago and Now” using a
graphic organizer in interactive
journal
Students will- use text evidence to
retell story with help of peers
and/or 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
Students will- find circle is an d are
verbs in sentences with less than
2 errors
Students will- understand text
feature captions 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 texts to
determine how transportation has
changed
19
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
SummativeStudent Self - Assessmentdiscussion; interactive reading
journal
Students will- build words with
long o, long u, or long e using
word-building cards with less than
2 errors
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- make a report using
a shutter foldable to compare and
contrast an object we use today
and what people long ago used
instead with help from a
partner/teacher in interactive
journal
20
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
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
S
Students will- write an analysis
using sentence frames to show
how an author compared and
contrasted information with help
from teacher in interactive journal
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Summative- spelling test – words
with long o or long u
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
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
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-
21
Students will- correctly blend at
least 5 words with /oo/ sound
from a list provided
Students will- correctly spell words
with /oo/ sound using
whiteboards with less than 2
errors
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- read high-frequency
words after, buy, done, every,
soon, work and use correctly in a
sentence (words will be added to
word ring)
Students will- read “A Look at
Breakfast” with a partner,
identifying HF and words with /oo/
sounds
Students will- correctly identify
contractions with not in a
sentence orally without error
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 blend
phonemes orally without error
22
Students will- blend and read
words with /oo/ sound without
error
Students will- correctly add
inflectional endings –ed and -ing
to words and use orally in a
sentence
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 sort words
with –ook and –ood 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- make connections
in informational text by using
graphic organizer (sequencing)
with help from partner/teacher
Students will- correctly blend at
least 5 words with /oo/ sounds
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
/oo/ sounds from a spelling list
with less than 2 errors
23
Students will- apply
comprehension skill Sequence to
discuss nonfiction text “From Cows
to You” with a partner
Students will- use text evidence to
retell story with help of peers
and/or 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
24
Students will- use charts to find
facts and details about a topic with
help from teacher
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
I
- Text pages T350-T357 (Week 5 Day 4) Use as guide
3
Students will- correctly segment
phonemes orally without error
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
SummativeStudents will- read high-frequency
words to a partner using word ring
with less than 2 errors
Student Self - Assessmentdiscussion; interactive reading
journal
Students will- identify contractions
with not orally in a sentence
Students will- make a flowchart to
show how food is produced 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
Students will- write an analysis
using sentence frames to show
how author used sequence to
write about a topic with help from
teacher
Students will- reread leveled
readers in a small group or with a
partner to build
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
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 long o and long u
Student Self - Assessmentdiscussion; interactive reading
journal
fluency/comprehension
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 3 with 85% accuracy on Unit 3
Assessment
1
2
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
Overhead projector
Formative-
I
3
4
Summative- Unit 3 Assessment
Student Self - Assessmentdiscussion; interactive reading
journal