HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jordan Zande
Subject :
Reading
March 7- Week 4; March 14- Week 5, March 21- Testing
Start Date(s): February 15– Week 1; February 22- Week 2; February 29- Week 3;
Grade Level (s): 1
Building : HTEMS
Unit Plan
Unit Title:
Animals Everywhere
Essential Questions:
Week 1: How do animals’ bodies help them?
Week 2: How do animals help each other?
Week 3: How do animals survive in nature?
Week 4: What insects do you know about?
Week 5: How do people work with animals?
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
- Know final –e and common vowel
team conventions for representing
long vowel sounds
- Spell untaught words
phonetically drawing on phonemic
awareness and spelling
conventions
-Decode regularly spelled one
syllable words
-Recognize and read grade
appropriate irregularly spelled
words
-use conventional spelling for
words with common spelling
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
choral reading
Shared reading
Ask and answer
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
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
- Participate in collaborate
conversation with diverse partners
about grade 1 topics and texts with
peers and adults in small and
larger groups
- Decode regularly spelled onesyllable words
- Ask and answer questions about
key details in a text
- Use verbs to convey a sense of
past, present, and future
- Describe connection between
two individuals, events, ideas, or
pieces of information in a text
- Use singular and plural nouns
with matching verbs in basic
sentences
- Use verbs to convey a sense of
past, present, and future
- Participate in collaborative
conversations with diverse
partners about grade 1 topics and
texts with peers and adults in small
and larger groups
- Write narratives in which they
recount two or more appropriate
sequenced events, include some
key details, recount what
happened, use temporal words to
signal event oral, and provide
some sense of closure
Week 2
(In addition to Week 1):
Isolate and produce final, medial
vowel and final sounds in spoken
single-syllable words
Week 5
(In addition to Week 1 and 2):
Identify real-life connections
between words and their use
2
Students will-isolate and pronounce medial
vowel and final sounds in spoken
single-syllable words
-decode regularly spelled one
syllable words
-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 in text
- Know final –e and common
vowel team conventions for
representing long vowel sounds
- describe characters, settings, and
major events in a story, using key
details
- Use singular and plural nouns
with matching verbs in basic
sentences
- Write narratives in which they
recount two or more appropriate
sequenced events, include some
key details, recount what
happened, use temporal words to
signal event oral, and provide
some sense of closure
Week 2
(In addition to Week 1):
Use end punctuation for
sentences
Know and use various
text features to locate
key facts or information
Identify the main topic
and retell key details of a
text
Write
information/explanatory
1
2
Oral language
Concepts of print
Phoneme blending
High frequency words
Listening comprehension
Character, setting, plot graphic organizers
Sequence
Rhyme
Verbs
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
texts in which they name
a topic, supply some
facts about the topic,
and provide some sense
of closure
Week 3
(In addition to Week 1 and 2):
Decode two-syllable
words following basic
patterns by breaking
words into syllables
Orally produce single
syllable words by
blending sounds
including consonant
blends
Identify the main topic
and retell key details of a
text
Distinguish between
information provided by
pictures or other
illustrations and
information provided by
the words in a text.
Capitalize dates and
names of people
-
Week 5
(In addition to Week 1, 2, and 3):
Use the illustrations and
details in a text to
describe its key ideas
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
1
2
Concepts of print
Phoneme segmentation
Phonics soft c g
High frequency words
Listening comprehension
Interactive writing
retell
Writing traits-word choice
Partner reading
Main idea/ Key details organizer
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
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
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
- Orally produce single-syllable
words by blending sounds
including consonant blends
- Use singular and plural nouns
with matching verbs in basic
sentences
- Write narratives in which they
recount two or more appropriate
sequenced events, include some
key details, recount what
happened, use temporal words to
signal event oral, and provide
some sense of closure
Week 2
(In addition to Week 1):
Write
informative/explanatory
texts in which they name
a topic, supply some
facts about the topic,
and provide some sense
of closure
Use end punctuation for
sentence
Week 3
(In addition to Weeks 1, 2)
Identify the main topic
and retell key details of a
text
Caption highlighting
-
-
-
Decode two syllable
words following basic
patterns by breaking the
words into syllables
Define words by
category and by one or
more key attributes
Use verbs to convey a
sense of past, present,
and future
Week 4
(In addition to Weeks 1, 2 and 3):
Use sentence-level
context as a clue to the
meaning of a word or
phrase
Write an opinion piece in
which they introduce the
topic or name the book
they are writing about,
state an opinion, supply
a reason for the opinion,
and provide some sense
of closure
Week 5
(In addition to Week 1, 2, 3, 4):
Identify frequently occurring root
words and their inflectional forms
4
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
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
Key detail organizer
S
W
i
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
Student Self - Assessment-partner
check papers
team conventions for representing
long vowel sounds
- With guidance and support from
adults focus on a topic, respond to
questions, and suggestions and
add details to strengthen writing
as needed
- Use singular and plural nouns
with matching verbs in basic
sentences
5
Week 2
(In addition to Week 1)Use end punctuation for
sentences
Week 3
(In addition to Week 1 and 2)Identify words and
phrases in stories or
poems that suggest
feelings or appeal to the
sense
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
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*
- Use singular and plural nouns
with matching verbs in basic
S
w
high frequency words
listening comprehension – making connections
independent writing sentences
past future tense verbs
spelling test
plays
make and confirm predictions
labels
poems
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
Summative- end of week skills
check
Student Self - AssessmentSharing and presenting
sentences*
Week 2
(In addition to Week 1)Use end punctuation for
sentences
Week 3
(In addition to Week 1 and 2)Decode two-syllable
wods following basic
patterns by breaking the
words into syllables
Students will-
FormativeSummative-
6
Student Self - Assessment-