HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Mrs. Valentine
Subject : ESL L.A. Level A
Start Date(s): 9/2/15
Grade Level (s): 7
Building : HEMS
Unit Plan
Unit Title: “Foundations of Reading"
Essential Questions:
-
How do you identify a vowel?
What are the long and short vowel sounds?
How do you identify a consonant?
What sounds do consonants make?
Where is the initial sound of a word located?
Where is the final sound of a word located?
Why are high-frequency words important?
Standards:
CC. 1.2.7.F: Determine the meaning of words and phrases as they are used in grade level readings and content, including interpretation of figurative, connotative, and
technical meanings.
CC.1.2.7.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
CC.1.2.7.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range
of strategies and tools.
CC.1.3.7.E: Analyze how the structure or form of a text contributes to its meaning.
CC.1.4.7.B: Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.7.D: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions
to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding
comprehension.
CC.1.4.7.F: Demonstrate a grade appropriate command of conventions of standard English grammar and spelling.
CC.1.4.7.T: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well a purpose have been addressed.
CC.1.5.7.A: Engage effectively in a range of collaborative discussions, on grade level topics, , texts, and issues, building on others’ ideas and expressing their own clearly.
CC.1.5.7.G: Demonstrate command of the conventions of standard English when speaking based on grade 7 level and content.
ELP Standards:
R8.A.1: Classify visually supported vocabulary in context associated with various genres read within a small group.
1.4.8.A-C: Write phrases or short sentences using a graphic organizer.
Summative Unit Assessment :
Summative Assessment Objective
Students will develop phonemic awareness, isolate sounds, count words in
sentences/match initial sounds, associate sounds and spellings, say and spell
consonant and vowel sounds, blend sounds to decode words, create rhyming
words, match/identify sounds, and analyze long and short vowel sounds.
Assessment Method (check one)
__X__ Rubric ___ Checklist __X__ Unit Test __X__ Group
__X__ Student Self-Assessment
__X__ Other (explain) Students will also be graded on the organization of
their notebooks (PDN’s and notes), and also through their portfolios for
Literacy Groups.
Day
Objective (s)
1
Students will develop phonemic
awareness: isolate sounds; count
words in sentences/match initial
sounds, associate sounds and
spellings /s/s, /m/m, /f/f, /h/h, /t/,
/a/a, and spell consonant and
vowel sounds.
2
3
Students will develop phonemic
awareness; isolate sounds; match
initial sounds/match final sounds;
associate sounds and spellings
/a/a; blend sounds to decode
words; and spell words with short
a.
Students will develop phonemic
awareness; isolate sounds; count
DOK
LEVEL
3
3
Activities / Teaching Strategies
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Groups
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Groups
Please Do Nows
Technology Tools
Grouping
DAILY PLAN
WG
SG
I
WG
SG
I
WG
Materials / Resources
Assessment of Objective (s)
Reading Routine 1
Sound/Spelling Cards 1-6
Transparency 1: Letters and Sounds
Practice Book p. F2-F3
Rosetta Stone
Writing Prompts
Reading Logs
Formative-Ticket out the Door
Sound/Spelling Card 6
Reading Routine 1
Transparency 2: Blending
Letter Tiles for: a, f, h, m, s, S, t
Practice Book p. F7 (story)-F9
Rosetta Stone
Writing Prompts
Reading Logs
Reading Routine 1
Sound Spelling Cards 7-11
Formative- Ticket Out the Door
SummativeStudent Self - Assessment- How
well do I understand things strips
SummativeStudent Self - Assessment- How
well do I understand things strips
Formative- Ticket Out the Door
words in sentences/match initial
sounds; associate sounds and
spellings /n/n, /l/l, /p/p, /g/g, /i/i;
and spell consonant and vowel
sounds.
4
5
6
7
8
Students will develop phonemic
awareness: isolate sounds; match
initial sounds/match final sounds;
associate sounds and spellings /i/i;
blend sounds to decode words;
and spell words with short i.
Students will develop phonemic
awareness: isolate sounds; count
words in a sentence/match initial
sounds; associate sounds and
spellings /r/r, /d/d, /k/c, /v/v, /o/o;
and spell constant and vowel
sounds.
Students will develop phonemic
awareness; isolate sounds; match
initial sounds/match final sounds,
associate sounds and spellings
/o/o. blend sounds to decode
words, and spell words with short
o.
Students will develop phonemic
awareness: isolate sounds; match
initial sounds, associate sounds
and spellings /j/j, /b/b, /w/w, /k/k.
/e/e, and spell consonant and
vowel sounds.
Students will develop phonemic
awareness: isolate sounds; create
rhyming words, associate sounds
and spellings /e/e, blend sounds to
decode words, and spell words
with short e.
3
3
3
3
3
3
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Groups
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Groups
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Centers
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Centers
SG
I
WG
SG
I
WG
SG
I
WG
SG
I
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Centers
WG
SG
I
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Centers
WG
SG
I
Transparency 3: Letters and Sounds
"I Spy"
Practice Book p. F10-F11
Rosetta Stone
Writing Prompts
Reading Logs
Sound/Spelling Card 11
Reading Routine 1
Transparency 4: Blending
Letter Tiles: a, f, g, h, i, m, n, p, s, t.
Practice Book p. F15 (story)-F17
Rosetta Stone
Writing Prompts
Reading Logs
Sound/Spellings Card 12-16
Reading Routine 1
Transparency 5: Letters and Sounds
"I Spy"
Practice Book p. F18-F19
Rosetta Stone
Writing Prompts
Reading Logs
Reading Routine 1
Sound/Spelling Card 16
Transparency 6: Blending
Letter Tiles for: a, d, h, i, n, o, p, t
Practice Book p. F23 (story)-F25
Rosetta Stone
Writing Prompts
Reading Logs
Reading Routine 1
Sound/Spelling Cards 17-21
Transparency 7: Letters and Sounds
"I Spy"
Practice Book p. F26-F27
Rosetta Stone
Writing Prompts
Reading Logs
Summative-
Reading Routing 1
Sound/Spelling Card 21
Transparency 8: Blending
Letter Tiles for: a, b, d, e, E, m, n, o,
p, r, t
Practice Book p. F31 (story)-F33
Rosetta Stone
Writing Prompts
Reading Logs
Formative- Ticket Out the Door
Student Self - Assessment- How
well do I understand things strips
Formative- Ticket Out the Door
Summative-
Student Self - Assessment- How
well do I understand things strips
Formative- Ticket Out the Door
Summative-
Student Self - Assessment- How
well do I understand things strips
Formative- Ticket Out the Door
Summative-
Student Self - Assessment- How
well do I understand things strips
Formative- Ticket Out the Door
Summative-
Student Self - Assessment- How
well do I understand things strips
Summative-
Student Self - Assessment- How
well do I understand things strips
9
10
11
12
Students will develop phonemic
awareness: isolate sounds;
match/identify sounds, associate
sounds and spellings /z/z, /y/y,
/u/u. /kw/qu, /ks/x, and spell
consonant and vowel sounds.
Students will develop phonemic
awareness: isolate sounds; match
initial sounds/match final sounds,
associate sounds and spellings
/u/u, blend sounds to decode
words, and spell words with short
u.
Students will understand how to
decode letters and sounds, spell
words with short vowels, and
recognize high frequency words.
Students will strategize how to
decode letters and sounds, spell
words with short vowels, and
recognize high frequency words.
3
3
3
3
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Centers
Please Do Nows
Technology Tools
Note-Taking
Guided Practice
Think-Pair-Share
Literacy Centers
Please Do Nows
Technology Tools
Literacy Centers
Review
Please Do Nows
Technology Tools
Literacy Centers
Assessment
WG
SG
I
WG
SG
I
WG
SG
I
SG
I
Reading Routine 1
Sound/Spelling Cards 22-26
Transparency 9- Letters and Sounds
"I Spy"
Practice Book p. F34-F35
Rosetta Stone
Writing Prompts
Reading Logs
Formative- Ticket Out the Door
Reading Routine 1
Sound/Spelling Card 24
Transparency 10
Letter Tiles for: a, b, c, G, o, p, p, s,
t, u
Practice Book p. F39 (story)-F41
Rosetta Stone
Writing Prompts
Reading Logs
Formative- Ticket Out the Door
Study Guide
PowerPoint
Rosetta Stone
Writing Prompts
Reading Logs
Formative- Study Guide
Foundations of Reading Assessment
Rosetta Stone
Writing Prompts
Reading Logs
Summative-
Student Self - Assessment- How
well do I understand things strips
Summative-
Student Self - Assessment- How
well do I understand things strips
Summative-
Student Self - Assessment- How
well do I understand things strips
Formative- Foundations of Reading
Assessment
Summative-
Student Self - Assessment- How
well do I understand things strips