HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Fegley
Subject :
ELA
Proposed Dates:
Mar 16 –May 6
Building : WHEMS
Unit Plan
Unit Title: Discovering the World Around Us
Essential Questions: How can we make sense of the world around us?
How can we classify and categorize things?
How do animals help each other?
How do animals’ bodies help them?
How do animals survive in nature?
What insects do you know about, and how are they alike and different?
How do people work with animals?
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.E Use various text features and search tools to locate key facts or information in a text
Grade Level (s): First Grade
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 4 Assessment, McGraw Hill
Summative Assessment Objectives
Students will demonstrate understanding of phonics (long vowels a, e, o, i;
prefixes re-, un-, pre-; inflectional endings; compound words; high-frequency
words), comprehension skills (plot; sequence; main idea and key details;
point of view; connections within text: sequence; sensory words; text feature;
headings), vocabulary (use a dictionary; context clues; sentence clues; word
categories; root words) and language conventions (was and were; go and do;
has and have; see and saw; adverbs that tell when; how-to sentences) with
85% accuracy on Unit 4 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- ask and answer
questions about a text to
demonstrate understanding
Students will- correctly blend at
least 5 words with long a (a, ai, ay)
from the list provided
1
Students will- correctly spell words
with long a (a, ai, ay) using
whiteboards with less than 2
errors
Students will- read high-frequency
words about, animal, carry, eight,
give, our 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 use past
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
tense verbs was and were orally
with 2 or less errors
Students will- use problem solving
strategy ask and answer questions
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 categorize
words by vowel sound orally
without error
Summative-
Student Self - Assessmentdiscussion
Students will- correctly put words
in alphabetical order on
whiteboards with less than 2
errors
2
Students will- reread “A Tale of a
Tail” with a partner and sequence
events in the story to demonstrate
understanding of plot using a
graphic organizer
Students will- correctly use past
tense verbs was/were in a
sentence orally without error
Students will- correctly place
apostrophe in a contraction
without error
3
Students will- correctly blend at
least 5 words with long a (a, ai, ay)
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 write list of
words in alphabetical order using
first and second letters with less
than 2 errors
projector; computer; word ring
I
SummativeS
Student Self - Assessment-
Students will- spell long a words
from a spelling list with less than 2
errors
discussion
Students will- apply
comprehension skill sequence of
events to discuss folktale “How Bat
Got Its Wings” using a graphic
organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- use information on a
chart to find facts and details
about a nonfiction text
1
Direct Instruction/Teacher modeling/Interactive
Instruction
2
W
S
- Text pages T38-43 (Week 1 Day 4) use as guide
3
4
Students will- compare and
contrast nonfiction text and
folktale with a partner
Students will- correctly and
generate rhyme orally without
error
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-
Student Self - Assessmentdiscussion
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- correctly identify
and use past tense verbs was and
were 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 using
sentence frames to demonstrate
how author used sequence to
write the story
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
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
6
Students will- review and discuss
essential question with a peer
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 T86-T97 (Week 2 Day 1) use as guide
I
projector; computer; word ring
Students will- use problem solving
strategy ask and answer questions
to demonstrate understanding of a
text
Summative- Diagnostic
Assessment
Students will- correctly blend at
least 5 words with long e (e, ee,
ea, ie) from the list provided
Student Self - Assessment-
Students will- correctly spell words
with long e words using
whiteboards with less than 2
errors
Students will- read high-frequency
words because, blue, into, or,
other, small and use correctly in a
sentence (words will be added to
word ring)
Students will- recognize and read
vocabulary words danger, partner
and use correctly in a sentence
Students will- read decodable text
with 2 or less errors with a partner
Students will- correctly identify
and use have and has in a
sentence with 2 or less errors
discussion
Students will- use problem solving
strategy ask and answer questions
to demonstrate understanding of a
text
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
- Text pages T98-T107 (Week 2 Day 2) Use as guide
3
4
I
Students will- correctly segment a
word word orally 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
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
S
7
Student Self - Assessment-
Students will- add prefixes re-, un-,
pre- to words and use the new
word in a sentence orally
discussion
Students will- reread “A Team of
Fish” with a partner to identify
main idea and details and
complete graphic organizer with
help from the teacher
Students will- correctly identify
and use have and has in a
sentence orally without error
Students will- correctly blend at
least 5 words with long e 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 read words
with prefixes orally and identify
the prefix
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
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessment-
discussion
Students will- spell long e words
from a spelling list with less than 2
errors
Students will- apply
comprehension skill main idea and
details to discuss nonfiction story
“Animal Teams” using a graphic
organizer
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write draft on a
topic using word web with help
from teacher
Students will- compare and
contrast two stories “Animal
Teams” and “Busy as a Bee”
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
2
W
- Text pages T116-T123 (Week 2 Day 4) use as guide
3
9
Students will- identify text feature
captions to find facts and details in
a nonfiction text with a partner
4
I
S
Students will- correctly identify the
same phoneme in a group of
words orally 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
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- revise report draft
after conferencing with teacher
Students will- make a flip book
about how animals help each
other
Students will- write final draft of
report 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 animals that
work together using graphic
organizer with help from teacher
10
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
Students will- write an analysis
about one of the stories
throughout the week using
sentence frames from teacher to
explain how author uses main idea
and details to tell about animals
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- spelling test – long e
words
Student Self - AssessmentDiscussion; writing conferences
Students will- reread leveled
readers in a small group or with a
partner to build
fluency/comprehension
11
Students will- review and discuss
1
Direct Instruction/Teacher modeling/Interactive
W
Practice Book; visual vocabulary
words; literature big book;
Formative- thumbs up/down;
choral response; think, pair, share;
essential question with a peer
Students will- use problem solving
strategy ask and answer questions
to demonstrate understanding of a
text
Students will- categorize words by
sound orally without error
Students will- correctly blend at
least 5 words with long o (o, oa,
ow, oe) from the list provided
Students will- correctly spell words
with long o using whiteboards
with less than 2 errors
Students will- read high-frequency
words find, food, more, over, start,
warmand use correctly in a
sentence (words will be added to
word ring)
Students will- recognize and read
vocabulary words search, seek and
use correctly in a sentence
Students will- read “Go Wild!”
with a partner, identifying HF and
2
Instruction/ Indirect Instruction
I
3
- Text pages T164-175 (Week 3 Day 1) Use as guide
S
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
observation; questioning
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
long o words
Students will- correctly use verbs
go and do in a sentence orally
without error
Students will- use problem solving
strategy ask and answer questions
to demonstrate understanding of a
text
Students will- correctly blend
phonemes orally without error
Students will- correctly divide
words into syllables and identify
open syllable orally with less than
2 errors
12
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- identify main idea
and details in story “Go Wild!” and
correctly list on graphic organizer
with help from teacher
Students will- correctly identify
and circle verbs go and do in
sentences 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;
interactive reading journal
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - Assessmentdiscussion
Students will- correctly contrast
vowel sounds in a group of words
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
S
Students will- correctly divide
words into syllables and identify
open syllable orally in a sentence
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
long o from a spelling list with less
than 2 errors
13
Students will- apply
comprehension skill main idea and
details to discuss nonfiction story
“Vulture View” with a partner
Students will- use text evidence to
retell story with help of peers
and/or teacher
Students will- write using verbs go
and do with less than 2 errors
Students will- identify sensory
words in a poem orally with help
from the teacher
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
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
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-
discussion; interactive reading
journal
Students will- correctly write
sentences using go and do with
less than 2 errors
Students will- make text
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 T202-207 (Week 3 Day 5) Use as guide
3
S
Students will- write an analysis
using sentence frames to show
how author used details to
support main idea with help from
teacher
15
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 – long o
words
Weekly Skills Test
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- 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
16
- Text pages T242-T253 (Week 4 Day 1) Use as guide
S
Students will- use problem solving
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
strategy Visualize to demonstrate
understanding of a text
Students will- correctly categorize
phonemes orally without error
Students will- blend at least 5
words with long i (i, y, igh, ie)
from list displayed on projector
Students will- correctly spell words
with long i (i, y, igh, ie) using
whiteboards with less than 2
errors
Students will- read high-frequency
words caught, flew, know, laugh,
listen, were and use correctly in a
sentence (words will be added to
word ring)
Students will- recognize and read
vocabulary words beautiful and
fancy and use in a sentence
Students will- read “Creep Low, Fly
High” with a partner, identifying
HF and long vowel words
Students will- identify and use
verbs see and saw in sentences
reading/writing workshop book;
leveled readers; graphic organizers;
interactive reading journal
Summative-
Student Self - Assessmentdiscussion; interactive reading
journal
with less than 2 errors
Students will- use problem solving
strategy Visualize 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 identify the
same phoneme in a group of
words orally 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
Summative-
Student Self - Assessmentdiscussion
Students will- correctly blend and
build words with long i orally
without error
17
Students will- read high-frequency
words to a partner using word ring
with less than 2 errors
Students will- use text evidence to
identify character’s point of view
in the story “Creep Low, Fly High”
on a graphic organizer with a
partner
Students will- identify and circle
see and saw verbs in a sentence
with less than 2 errors
18
Students will- correctly blend and
read at least 5 words with long i
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- blend words with
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
inflectional endings orally without
error
leveled readers; graphic organizers;
interactive reading journal
Summative-
Students will- spell words with
long i from a spelling list with less
than 2 errors
Student Self - Assessmentdiscussion
Students will- apply
comprehension skill point of view
to discuss fantasy story “Hi Fly
Guy” 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 circle see and
saw in sentences with less than 2
errors
Students will- understand text
feature headings 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
19
Students will- compare texts to
understand what insects can do
Students will- build words with
long i using word-building cards
with less than 2 errors
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
SummativeStudent 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 diagram
using an accordian foldable to
record ideas and facts about
insects 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
Students will- write an analysis
using sentence frames to show
how an author uses details to tell
about character’s point of view
with help from teacher in
interactive journal
20
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
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 i
Student Self - Assessmentdiscussion; interactive reading
journal
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 Visualize to demonstrate
understanding of a text
Students will- correctly blend at
least 5 words with long e (y, ey)
from a list provided
Students will- correctly spell words
with long e (y, ey) using
whiteboards with less than 2
errors
21
Students will- read high-frequency
words found, hard, near, woman,
would, write and use correctly in a
sentence (words will be added to
word ring)
Students will- recognize and read
vocabulary words clever and signal
and use in a sentence
Students will- read “From Puppy to
Guide Dog” with a partner,
identifying HF and words with long
e sounds
Students will- correctly identify
adverbs that tell when in a
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
sentence orally without error
Students will- use problem solving
strategy Visualize 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 delete
phonemes orally without error
Students will- blend and read
words with long e sound without
error
Students will- correctly identify
two smaller words in compound
word orally in a sentence
22
Students will- correctly sort words
with y, ey, 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- identify and circle
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
adverbs in sentences with less
than 2 errors
Students will- correctly blend at
least 5 words with long e 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
long e (y, ey) 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 skill Sequence and
use graphic organizer to discuss
nonfiction text “Koko and Penny”
with a partner
Students will- write how-to
sentences using words first, next,
then, and last with help from
peers/teacher
24
Students will- use text feature
captions to locate information in a
text
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 categorize
phonemes orally without error
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
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 adverbs
orally in a sentence
Students will- make a poster to tell
how people and animals help each
other 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 sequence to
write about a topic 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 long e
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
26
Students will- demonstrate
understanding of skills taught in
Unit 4 with 85% accuracy on Unit 4
1
Direct Instruction/Teacher modeling/Interactive
Instruction/ Indirect Instruction
Overhead projector
Formative-
Assessment
2
I
3
4
Summative- Unit 4 Assessment
Student Self - Assessmentdiscussion; interactive reading
journal