Unit Plan Teacher/Team Members: Paula Heuschkel Date: 1/25/21 Subject area/course/grade level: Reading Unit Title or Number: Step 1: Short Vowels and CVC Words Materials Needed: Sound/letter cards, letter tiles with magnetic board, sentence strips Standards: ❖ What state standards, priority standards, and proficiency scales are addressed in the unit? RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words – 2.3 d decode words with common prefixes and suffixes 2.3f Recognize and read grade-appropriate irregularly spelled words RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words – 1.3a Know the spelling-sound correspondences for common consonant digraphs 1.3b decode regularly spelled one-syllable words, 1.3d every syllable must have a vowel, 1.3g recognize and read grade-appropriate irregularly spelled words Design Area 1: Learning Goal(s): ❖ ❖ ❖ How will students set specific learning goals for priority standards? Students set short-term goals to master each sub-step of the unit (1.1, 1.2, 1.3, 1.4, 1.5, 1.6). Each sub-step has different phonics skills to master. Students track their learning with a bar graph. Will new goals be set? If so, for which priority standards? Students will set a new goal as they progress through each sub-step of the unit, tracking their progress on the way. How and when will I bring student goal setting into the unit and lessons? Students will set their goals in the first lesson of each sub-step. We track their progress through each subsequent lesson. Tracking Progress: How will feedback be provided? There is constant feedback throughout the lesson in the form of specific verbal praise. Students are immediately corrected, when necessary, so bad habits are not practiced. How will students track their own progress? Students will graph their progress on a simple bar graph. Because this unit is short vowels, students will track their progress by correctly reading lists of words with the specific pattern we are learning. When a student reads all 15 words correctly, three times in a row, they are able to move on to the next sub-step. Celebration: How will students celebrate success? We cheer and high-five (air high-fives currently) when a student makes gains on the word list reading, when the student reads all 15 words correctly, when the student reads all 15 words correctly three times in a row and moves on to the next sub-step. Design Area 3: Direct Instruction Interacting with New Knowledge ➔ ➔ What new content needs to be addressed? Unit 1 addresses short vowels, digraphs, double ff, ll, ss, and zz after a short vowel, adding suffix –s and –es to a base word, identify and read the nasal /am/ and /an/ How will I chunk it, and why will I chunk it this way? Each specific skill is addressed in a separate sub-step so students can learn the specific skill to mastery before moving on to the next skill. The unit is divided into 6 Design Area 4: Practicing and Deepening Understanding ➔ What activities will students use to practice? Students will practice letter-sound correspondence specifically in two ways. The first is to see the letter and say the sound. The second way is to hear the sound and identify the letter. These are quick, rapid activities to help cement the new sounds. Students will read words and word lists with the new sounds. Students will build and write words based on hearing the word and tapping out the Marzano Research 2018 • marzanoresearch.com Design Area 5: Knowledge Application Lessons Generating and Testing Hypotheses: N/A ➔ ➔ ➔ What type of tasks will students complete to generate and test hypothesis or make and defend claims? How will you ensure that students explain their hypotheses and conclusions? How will students be grouped to work on knowledge application tasks? ➔ ➔ ➔ ➔ sub-steps. How will students be grouped? Students will be grouped by skill need. The students will begin together in substep 1.1. As the students master the sub-step they will move to the next sub-step. While the potential is there for six groups, it is unlikely that the students targeted for this intensive intervention will be that far apart in skills. What techniques will ensure that students are actively processing new information? Constant questioning throughout the instruction. Students have multiple opportunities to respond and practice new skills. There is ongoing assessment throughout – including daily word reading and writing. Students will be observed outside of the lesson to see if they are transferring their skills. How will students be grouped to process each chunk? Students will work in small 2-3 person groups, based on charting information. Using Kagan cooperative learning techniques, I place students L/ML and MH/H so that no one gets too frustrated. Will students record and represent the new content? If so, how? Students record their own charting experiences to graph their progress. Additionally, the dictation portion of each lesson allows for students to represent the new content while also bringing in previously-learned information. ➔ ➔ ➔ individual sounds. What activities will help students deepen understanding? Students will sort words based on different letter/sound combinations. Students will read controlled text to practice the new skill. Students will write sentences that specifically address the new skill. How will students be grouped to practice and deepen their understandings? Students will be grouped using Kagan techniques to practice the skill in multiple ways – timed/pair/share, rally robin, jot talk, stand up/hand up/pair up, numbered heads What role will homework play? Homework will be used to practice the skills they learned and worked on during the lesson. It won’t be every day but it will be offered when a student needs some more practice with a skill but does not need more explicit instruction. Design Area 6: Strategies that Appear in All Types of Lessons: How will I preview content with students? I will use my letter/sounds chart to preview new phonics skills. What is the critical information in this unit and how will I highlight it for students? This unit is about learning new phonics sounds. How will students review content? Daily practice/review on letter/sounds chart, building words using phonemes, dictation Will opportunities be provided for students to revise knowledge? If so, how? When students need to revise their choice of letters, they will be supported through feedback in both oral and written forms. How will students reflect on their learning? By responding to probing questions about what was difficult. Is it appropriate to have students elaborate on this content? If so, how? Students will be able to transfer this content to other areas, but initially we are working on mastering letter/sounds. Design Area 2-Evaluation of student learning: ● ● How will students demonstrate that they have achieved the unit objectives? By taking an end-of-unit mastery test and by reading orally. How will this be embedded throughout the unit as well as at the end of the unit? We review materials daily in both oral and written form. The final test is similar to the daily dictations. DAILY LESSON PLAN Marzano Research 2018 • marzanoresearch.com Unit: Week: Day: What will I do to remind students about the instructional goals and how today’s class fits into those goals? Design Area 1 The instructional goals are written on the whiteboard. We review them daily and talk about what we are learning today and how it applies. Will I use a “hook” or “bell ringer” in today’s class? Design Area 7 Yes, I will write a word on the whiteboard and have students divide it into syllables. What type(s) of lessons will I use in today’s class and how will I group students to interact (Direct Instruction; Practicing and Deepening; Knowledge Application)? Design Area 3, 4, or 5 Direct instruction in letter sounds, then continued practice and application through building words using the new sounds and then writing words using the new sounds. How will I assess students during the class period? ● Instructional feedback at the whole class level ● Assessments of individual students Design Area 2 Ongoing assessment as students work through letter/sound combinations. Whole group feedback when I hear miscuing during read-aloud, individual feedback during dictation. Assessment will be done during dictation. What activities will I use to ensure high engagement? Design Area 7 Letter/sound chanting with kinesthetic movements to match the letter sound (sign language for individual letters), a-apple-/a/ - sign language for a and apple Marzano Research 2018 • marzanoresearch.com Daily Reminders: ● Are there specific students in class to who I should pay particular attention and what actions will I take with those students? ○ ○ ○ What strategies will I use to help students understand and follow rules and procedures? How will I deliberately interact with the student to foster a positive relationship? What strategies will I use to go out of my way to interact with reluctant learners to help them feel valued and comfortable interacting their peers and me? Design areas 8, 9, 10 I have one student who drifts away and I need to make sure he is on task. I will have him lead the drill portion on the sound chart. It is important to make it fun and high five/elbow five when successful Marzano Research 2018 • marzanoresearch.com
