Teacher Name : Ms. Giranda Subject : Reading Proposed Dates: September 2015
Grade Level (s) First Building : West Hazleton Elementary/Middle School
Unit Title: “ Exploring Differences in Each Other and Our Community”
Essential Questions : What makes you special?
What do you do at your school?
What is it like where you live?
What makes a pet special?
What do friends do together?
How does your body move?
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 different or alike?
Standards:
PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC.1.1.1.B Demonstrate understanding of the organization and basic features
CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds
CC.1.1.1.D Know and apply grade level phonics and word analysis skills in decoding words
CC.1.1.1.E Read with accuracy and fluency to support comprehension
CC.1.2.1.A Identify the 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 the 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.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message
CC.1.3.1.B Ask and answer questions about key details in a text
CC.1.3.1.C Describe characters, settings, and major events in a story, using key details
CC.1.3.1.E Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of texts
CC.1.3.1.F Identify key words and phrases in stories or poems that suggest feelings or appeal to the senses
CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events
CC.1.4.1.A Write informative/explanatory texts to examine a topic and convey ideas
CC.1.4.1.B Identify and write about one specific topic
CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups
CC1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
CC.1.5.1.E Produce complete sentences when appropriate to task and situation
Summative Unit Assessment :
McGraw Hill Assessment Test, First Grade Report Card Testing/Rubric
Students Will-
Summative Assessment Objective Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
__X__ Other (explain) First Grade Report Card Testing/Rubric

Day
1
2
Objective (s)
DOK
LEVEL
*Students will recognize the distinguishing features of a sentence
(first word, capitalization, ending punctuation).
*Students will orally produce single syllable words by blending sounds(phonemes) including consonant blends.
*Students will decode regularly spelled onesyllable words.
*Students will recognize and read grade appropriate irregularly spelled words.
*Students will ask and answer questions about key details in a text read aloud or information presented orally through other media.
*Students will recognize the distinguishing features of a sentence
(first word, capitalization,
1
2
3
1
2
3
4
Activities / Teaching Strategies
Activities:
*Text pages S64-S69 (Day 1 Week3
Smart Start)
Teaching Strategies:
*Direct Instruction
*Teacher Inquiry/ Q and A
*Teacher Modeling/Demonstrating
*Interactive Instruction
*Indirect Instruction
*Guided Practice
*Independent Work/Study
*Differentiated Instruction/Flex Group on Abilities
*Learning Centers
*Partner Check
*Read Alouds
Activities:
*Text pages S70-S75 (Day 2 Week3
Smart Start)
Materials / Resources
W
S
L
*Teacher Manuel
*Practice Workbook
*Online Resources
*Teaching Posters
*High Frequency Cards
*Sound Spelling Cards
*Word Building Cards
*Photo Cards
*Supplemental
Worksheets /Practice
Papers
W
S
L
*Teacher Manuel
*Practice Workbook
*Online Resources
*Teaching Posters
Assessment of Objective (s)
Formative-
*Thumbs up/down
*Teacher observations
*Red and green cards
*Popsicle sticks
*Respond on whiteboards
*Choral response
*Think-Pair-Share
Summative-
*Completed Workbook pages (SS25)
Student Self-Assessment-
*Whole Group Discussion and Checklist at the board
*Self -Check
Papers/Partner Check
Papers
Formative-
*Thumbs up/down
*Teacher observations
*Red and green cards

3 ending punctuation).
*Students will orally produce single syllable words by blending sounds(phonemes) including consonant blends.
*Students will decode regularly spelled onesyllable words.
*Students will recognize and read grade appropriate irregularly spelled words.
*Students will ask and answer questions about key details in a text read aloud or information presented orally through other media.
*Students will recognize the distinguishing features of a sentence
(first word, capitalization, ending punctuation).
*Students will segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
*Students will decode
4
4
1
2
3
Teaching Strategies:
*Direct Instruction
*Teacher Inquiry/ Q and A
*Teacher Modeling/Demonstrating
*Interactive Instruction
*Indirect Instruction
*Guided Practice
*Independent Work/Study
*Differentiated Instruction/Flex Group on Abilities
*Learning Centers
*Partner Check
*Read Alouds
Activities:
*Text pages S76-S81 (Day 3 Week3
Smart Start)
Teaching Strategies:
*Direct Instruction
*Teacher Inquiry/ Q and A
*Teacher Modeling/Demonstrating
*Interactive Instruction
*Indirect Instruction
*Guided Practice
*Independent Work/Study
*High Frequency Cards
*Sound Spelling Cards
*Word Building Cards
*Photo Cards
*Supplemental
Worksheets /Practice
Papers
W
S
L
*Teacher Manuel
*Practice Workbook
*Online Resources
*Teaching Posters
*High Frequency Cards
*Sound Spelling Cards
*Word Building Cards
*Photo Cards
*Supplemental
Worksheets /Practice
Papers
*Popsicle sticks
*Respond on whiteboards
*Choral response
*Think-Pair-Share
Summative-
*Completed Workbook pages (SS26)
Student Self-Assessment-
*Whole Group Discussion and Checklist at the board
*Self -Check
Papers/Partner Check
Papers
Formative-
*Thumbs up/down
*Teacher observations
*Red and green cards
*Popsicle sticks
*Respond on whiteboards
*Choral response
*Think-Pair-Share
Summative-
*Completed Workbook pages (SS30)

4 regularly spelled onesyllable words.
*Students will recognize and read grade appropriate irregularly spelled words.
*Students will ask and answer questions about key details in a text read aloud or information presented orally through other media.
*Students will recognize the distinguishing features of a sentence
(first word, capitalization, ending punctuation).
*Students will segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
*Students will decode regularly spelled onesyllable words.
*Students will recognize and read grade appropriate irregularly spelled words.
*Students will ask and answer questions about key details in a text read
1
2
3
4
*Differentiated Instruction/Flex Group on Abilities
*Learning Centers
*Partner Check
*Read Alouds
Activities:
*Text pages S82-S87 (Day 4 Week3
Smart Start)
Teaching Strategies:
*Direct Instruction
*Teacher Inquiry/ Q and A
*Teacher Modeling/Demonstrating
*Interactive Instruction
*Indirect Instruction
*Guided Practice
*Independent Work/Study
*Differentiated Instruction/Flex Group on Abilities
*Learning Centers
*Partner Check
*Read Alouds
W
S
L
*Teacher Manuel
*Practice Workbook
*Online Resources
*Teaching Posters
*High Frequency Cards
*Sound Spelling Cards
*Word Building Cards
*Photo Cards
*Supplemental
Worksheets /Practice
Papers
Student Self-Assessment-
*Whole Group Discussion and Checklist at the board
*Self -Check
Papers/Partner Check
Papers
Formative-
*Thumbs up/down
*Teacher observations
*Red and green cards
*Popsicle sticks
*Respond on whiteboards
*Choral response
*Think-Pair-Share
Summative-
*Completed Workbook pages (SS35)
Student Self-Assessment-
*Whole Group Discussion and Checklist at the board
*Self -Check
Papers/Partner Check
Papers

5 aloud or information presented orally through other media.
*Students will recognize the distinguishing features of a sentence
(first word, capitalization, ending punctuation).
*Students will decode regularly spelled onesyllable words.
*Students will recognize and read grade appropriate irregularly spelled words.
*Students will identify basic similarities in and differences between two texts on the same topic.
1
2
3
4
Activities:
*Text pages S88-S93 (Day 5 Week3
Smart Start)
Teaching Strategies:
*Direct Instruction
*Teacher Inquiry/ Q and A
*Teacher Modeling/Demonstrating
*Interactive Instruction
*Indirect Instruction
*Guided Practice
*Independent Work/Study
*Differentiated Instruction/Flex Group on Abilities
*Learning Centers
*Partner Check
*Read Alouds
W
S
L
*Teacher Manuel
*Practice Workbook
*Online Resources
*Teaching Posters
*High Frequency Cards
*Sound Spelling Cards
*Word Building Cards
*Photo Cards
*Supplemental
Worksheets /Practice
Papers
6
Students will review the skills presented throughout the week.
1
2
3
4
Teaching Strategies:
*Direct Instruction
*Teacher Inquiry/ Q and A
*Teacher Modeling/Demonstrating
*Interactive Instruction
*Indirect Instruction
*Guided Practice
*Independent Work/Study
*Differentiated Instruction/Flex Group on Abilities
W
S
L
*Teacher Manuel
*Practice Workbook
*Online Resources
*Teaching Posters
*High Frequency Cards
*Sound Spelling Cards
*Word Building Cards
*Photo Cards
*Supplemental
Worksheets /Practice
Formative-
*Thumbs up/down
*Teacher observations
*Red and green cards
*Popsicle sticks
*Respond on whiteboards
*Choral response
*Think-Pair-Share
Summative-
*Completed Workbook pages (SS35)
Student Self-Assessment-
*Whole Group Discussion and Checklist at the board
*Self -Check
Papers/Partner Check
Papers
Formative-
*Thumbs up/down
*Teacher observations
*Red and green cards
*Popsicle sticks
*Respond on whiteboards
*Choral response
*Think-Pair-Share
Summative-

*Learning Centers
*Partner Check
*Read Alouds
Papers *Completed Workbook pages
Student Self-Assessment-
*Whole Group Discussion and Checklist at the board
*Self -Check
Papers/Partner Check
Papers