Indicator
OVER TIME
Coherent
Planning
Lesson plans are
standards-based and
reflect work toward
annual student
achievement goals.
Common Core Planning – Analyzing Units & Lessons – Unit Analysis Tool – Literacy, Grades K-2
How can a unit or assessment help a teacher be more effective?
Unit:_CKLA Skills Strand Grade 1 Unit 2, Lesson 1_________Focus Standards:_RF.1.1a, RF1.2a, RF.1.3b, RF. 1.2c, RF.1.2d, RF1.4a, L1.2b, RF1.3b,
RF.1.3c, L.1.2b, SL.1.6, RL.1.1, RL.1.3, RL.1.7, RL.1.10, L.1.1f, L.1.1j, L.1.2b
Focused on key standards – Y/N
Evidence: Yes, the unit focuses on standards for Reading Foundational Skills, Language, Speaking and Listening and Reading Literature. The unit
does not, however, address any Writing standards.
Materials include effective instruction for all aspects of foundational reading (including distributed practice).1 Materials that are aligned to the
standards should provide explicit and systematic instruction and diagnostic support in concepts of print, phonological awareness, phonics,
vocabulary development, syntax, and fluency. – Y/N
Evidence: Yes, in Lesson 1 for example: concepts about print (punctuation) is addressed in the reading of “Gran’s Trips”; phonological awareness
is addressed while segmenting and blending during Introducing the Sound; phonics is addressed while reading one-syllable words in the Code Chart
during the Warm-Up.
Fluency is a particular focus of instructional materials. – Y/N
Evidence: Yes, during Wrap-Up of Lesson 1 students are asked to read the text in the Big Book that provides the answer to the question. Students
are also told to reread the story in their student readers before answering the questions on Worksheet 1.2. In addition, part of their homework
assignment is to practice reading and writing phrases. Also, Take-Home copies of each story are included in the student workbooks for additional
oral reading practice.
Progression of
Instruction
Lesson objectives fit into
a larger, coherent
sequence that leads to
student mastery of the
appropriate standards.
Depth of
Knowledge
Lesson objectives, tasks
and materials require
students to
demonstrate the
following skills:
 Recall &
Reproduction,
Materials focus on academic vocabulary prevalent in complex texts throughout reading, writing, listening, and speaking instruction. – Y/N
Evidence: Yes, academic vocabulary is used in the student reader “Gran’s Trip.” On page 13 of Lesson 1, the teacher is directed to preview the
vocabulary words before reading the story with the students.
Clear End Performance – Y/N
Evidence: Yes, lessons 18 and 19 include clear assessments which include:
1. Reading digraphs and spellings
2. Comprehension
3. Grammar.
In addition, during Lesson 1, students complete Small Group activities and a Story Questions Worksheet, which can be used for assessment.
Careful sequence of tasks and texts allow students to be successful on culminating task. – Y/N
Evidence: Yes, during Lesson 1, the teacher should introduce the sound/spelling and model for the students. Then it is their turn to complete the
task in small group work. For the reading portion of the lesson, the teacher sets a purpose for reading, gives some supports and prompts and then
the students work independently to answer questions on their worksheet.
Text selection is rich enough to provide opportunities for strategic and extended thinking .– Y/N
Evidence: Partially, texts in the Skills Strand have been written using the CKLA Decoding Database, therefore only the letter-sound
correspondences that have been explicitly taught are encountered by students.
Literacy programs shift the balance of texts and instructional time to include equal measures of literary and informational text.—Y/N
Evidence: No, in looking at the Alignment Chart for Unit 2, there are no Reading Standards for Informational Text addressed. The Skills Strand only
covers Reading Standards for Literature.
 Basic Application of
Concepts,
 Strategic Thinking,
 Extended Thinking
High
Expectations
The teacher fosters a
classroom culture that
is consistently one of
high expectations and
hard work and the
teacher models
excellence.
Understanding
of Growth
Teacher can articulate
specifically (and with
evidence) whether or
not each student has
internalized grade-level
standards and, if not,
what s/he still needs to
learn.
Promote High Expectations for All – Y/N
Evidence: Yes, the Unit Assessments in Lessons 18 and 19 assess Reading Foundational Skills, as well as Comprehension, which are high
expectations outlined in the CCSS.
Ways to Measure Growth – Y/N
Evidence: Yes, record-keeping forms to facilitate identification of individual student strengths and weaknesses are included in Lesson 18. Also, on
page 7 of the Unit Introduction, teachers are instructed to track students’ progress over the school year by creating individual assessment
portfolios.
Teacher tracks
assessment data to
understand each
student’s progress
toward mastery and
uses results to guide
planning and
instruction.
Materials offer assessment opportunities that measure progress in the foundation of reading. – Y/N
Evidence: Yes, the three assessments in Lessons 18 and 19 measure code knowledge and reading comprehension. Each assessment tool is
accompanied by detailed instructions for administering and analyzing student performance.
Use Data to Inform Instruction – Y/N
Evidence: Yes, page 7 of the Unit Introduction speaks to using the results of the Unit Assessment to inform instruction, group students, and help
determine how best to use the Pausing Point exercises, as well as utilizing the Anecdotal Reading Record to record students’ reading progress. In
addition, the Assessment and Remediation Guide will offer further guidance in assessing, analyzing and remediating certain skills. Also, after
administering the assessments in Lessons 18 and 19, the teacher is advised of how to proceed based upon the student score. Specifically, on page
105 “If you have students who score below 3 out of 5 on this assessment, look for opportunities during the remainder of the unit to have these
students read “Saved by the Bells” aloud to you.”
IN ONE LESSON
Questions &
Tasks
Opportunities for Multiple Reads – Y/N
Evidence: Yes, on page 1 of the Unit Introduction, it is evident in the Pacing Chart that stories are read and reread.
Using Data
Questions and tasks
ensure student
comprehension and ask
for application, analysis
and/or synthesis.
Precision &
Evidence
Questions and tasks cultivate students’ abilities to ask and answer questions based on the text .– Y/N
Evidence: Yes, Discussion Questions are included in Lesson 1 for “Gran’s Trip” that are labeled as Literal and Evaluative. In responding, students
are asked to locate, point to, and read the actual text in the Big Book that provides the answer to the questions.
Teacher and students
require precision and
evidence in tasks and
responses.
Tailored
Instruction
Teacher tailors
instruction to move all
students toward
mastery.
Instructional Supports & Scaffolds – Y/N
Evidence: Yes, during the “Writing the Spellings and Word Box” portion of Lesson 1, two groups are specifically addressed. Supplemental
materials are also provided at the end of Lesson 1.
Appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level
band.—Y/N
Evidence: Yes but only for decoding. The sidebars on pages 10 and 13 direct teachers to materials and activities to be used with students who
need additional practice to achieve mastery of the specific letter/sound correspondences.
Extensions and/or more advanced text for students who read well above the grade level text band.—Y/N
Evidence: The only extension is the Supplemental Materials in Lesson 1 on page 19 for students who work quickly. There is no additional advanced
text included.