HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jordan Zande
Subject :
25- Week 4; February 1- Week 5; February 8- Testing
Reading
Start Date(s): January 4- Week 1; January 11- Week 2; January 18- Week 3; January
Grade Level (s): 1
Building : HTEMS
Unit Plan
Unit Title:
What can happen over time?
Essential Questions:
Week 1- How do we measure time?
Week 2- How do plants change as they grow?
Week 3- What is a folktale?
Week 4-How is life different than it was long ago?
Week 5- How do we get our food?
Standards: CC.1.1.1.B Demonstrate understanding of the organization and basic features of text
CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds/phonemes
CC.1.1.1.D Know and apply grade level phonics and word analysis skills and decoding of words
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.G Use illustrations and details in a text to describe its key ideas
CC.1.2.1..J Use words and phrases acquired through conversations, reading, and being read to, as well as responding to texts, including words that signal
connections and relationships between the words and phrases
CC.1.3.1.A Retell stories including key details and demonstrate understanding of their central message/lesson
CC.1.3.1.B Ask and answer questions about key details in a text
CC.1.3.1.C Describe characters, setting, and major events in a story using key details
CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events
CC.1.3.1.H Determine or clarify the meaning of unknown or multiple meaning words or phrases based on grade level reading or content
CC.1.4.1.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.1.X Write routinely 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 large groups
CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key
details and requesting clarification if not understood
CC.1.1.5.C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
CC.1.5.1.E Produce complete sentences 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 :
Summative Assessment Objective
Assessment Method (check one)
____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
Students will-
____ Other (explain)
Day
Objective (s)
1
Week 1Students will-Follow agreed upon rules for
discussions
- Recognize distinguishing features
of a sentence
- Distinguish long from short vowel
sounds in spoken single-syllable
words
- Know final –e and common vowel
team conventions for representing
long vowel sounds
- Spell untaught words
phonetically drawing on phonemic
awareness and spelling
conventions
-Demonstrate understanding of
DOK
LEVEL
1
2
Activities / Teaching Strategies
oral language
concepts of print
phonemic blending
whiteboard spelling intro
build background
high frequency words
shared writing
listening comprehension
make predictions
read alouds
oral vocabulary card review
literature big book
Grouping
DAILY PLAN
S
W
I
Materials / Resources
Teacher manual
Practice workbook
Online resources
Poster
High frequency cards
Sound spelling cards
Word building cards
Photo cards
Reading/writing workshop book
Assessment of Objective (s)
FormativeTeacher observation
Summative- completed workbook
pages
Student Self - AssessmentSelf check papers
the organization and basic features
of print
-Decode regularly spelled one
syllable words
-recognize and read grade
appropriate irregularly spelled
words
-use conventional spelling for
words with common spelling
patterns
- With guidance and support from
adults, focus on a topic and
respond t questions and
suggestions from peers, and add
details to strengthen writing as
needed
- Use commas in dates and to
separate words in a series
Week 2:
(In addition to Week 1…)
- Build on others’ talk in
conversations by responding to the
comments of others through
multiple exchanges
- Write opinions pieces in which
they introduce the topic or name
the book they are writing about,
state an opinion, supply a reason
- Use verbs to convey a sense of
past, present, and future
Week 5:
(In addition to Week 1, 2, 3, 4)
Describe connection
between two individuals,
events, ideas, or pieces
of information in a text
2
Students will-Ask questions to clear up any
confusion about topics and texts
under discussion
-isolate and pronounce medial
vowel and final sounds in spoken
single-syllable words
-decode regularly spelled one
syllable words
-read words with inflectional
1
2
Oral language
Concepts of print
Phoneme blending
High frequency words
Listening comprehension
Character, setting, plot graphic organizers
Sequence
Plays
Rhyme
S
W
i
Practice workbook
Online resources
Poster
High frequency cards
Sound spelling cards
Word building cards
Photo cards
Reading/writing workshop book
Visual vocab cards
Spelling word cards
Formative-class participation
Summative- journal writing
Student Self - Assessment-partner
check papers
ending
-Decode regularly spelled one
syllable words
-recognize and read grade
appropriate irregularly spelled
words
-use conventional spelling for
words with common spelling
patterns
-ask and answer questions about
key details in text.
- Know final –e and common
vowel team conventions for
representing long vowel sounds
- Identify who is telling the story at
various points in a text
Verbs
Week 2:
(In addition to Week 1..)
Describe characters,
setting, and major events
in a story using key
details
Identify who is telling the
story at various points in
a text
-
3
Students will
- Retell stories including key
details, and demonstrate
understanding of their central
message or lesson
- Read grade level text orally with
accuracy, appropriate rate, and
expression
-read words with inflectional
ending
-Decode regularly spelled one
syllable words
-recognize and read grade
appropriate irregularly spelled
words
-use conventional spelling for
words with common spelling
patterns
-ask and answer questions about
key details
- Know final e and common vowel
1
2
Concepts of print
Phoneme segmentation
Phonics soft c g
High frequency words
Listening comprehension
Interactive writing
retell
Writing traits-word choice
Commas in a series
Contractions
Retelling
Bold print
S
w
Practice workbook
Online resources
Poster
High frequency cards
Sound spelling cards
Word building cards
Photo cards
Big book
Anthology
Formative-thumbs up thumbs
down
Summative- completed workbook
pages
Student Self - AssessmentSelf check papers
team conventions for representing
long vowel sounds
- With guidance and support from
adults, focus on a topic, respond to
questions and suggestions from
peers, and add details to
strengthen writing as needed
4
5
Students will-Know and use various text
features
Use illustrations and details in a
text to describe its key ideas
--read words with inflectional
ending
-Decode regularly spelled one
syllable words
-recognize and read grade
appropriate irregularly spelled
words
-use conventional spelling for
words with common spelling
patterns
- Know final –e and common vowel
team conventions for representing
long vowel sounds
- Use verbs to convey a sense of
past, present, and future
Week 3:
(In addition to Week 1 and 2)
Describe how words and
phrases supply rhythm
and meaning in a story,
poem, or song
Students will-draw evidence from literary or
informational text to support
analysis, reflection and research.
-read words with inflectional
ending
-Decode regularly spelled one
syllable words
-recognize and read grade
appropriate irregularly spelled
words
-use conventional spelling for
1
2
1
2
Oral language concepts of print-sound letter
correspondence
Word work-phoneme segmentation
Phonics soft c g
High frequency words
Listening comprehension
Interactive writing
Past future tense verbs
Word sort
Sequence
-ed –ing endings
Rhyming activites
Soft c g
high frequency words
listening comprehension – making connections
independent writing sentences
past future tense verbs
spelling test
plays
make and confirm predictions
labels
poems
S
W
i
S
w
Practice workbook
Online resources
Poster
High frequency cards
Sound spelling cards
Word building cards
Photo cards
Anthology
Visual vocabulary cards
foldable
FormativeResponse cards
Summative- completed interactive
writing
Practice workbook
Online resources
Poster
High frequency cards
Sound spelling cards
Word building cards
Photo cards
Anthology
Reading/writing workshop
Interactive read aloud cards
Formative-teacher observation
Student Self - Assessment-partner
check papers
Summative- end of week skills
check
Student Self - AssessmentSharing and presenting
words with common spelling
patterns
-identify basic similarities and
difference between two texts on
the same topic.
- Segment spoken single-syllable
words infor their complete
sequence of individual sounds
- With guidance from adults, use a
variety of digital tools to produce
and publish writing, including in
collaboration with peers
Students will-
FormativeSummative-
6
Student Self - Assessment-