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Unit Design Template
Decision 1 – What will students learn in this unit?
Decision 1: What will students learn in this unit?
Standards Addressed:
1. Science
2. Reading Informational Text
3. Math
4. Writing
5. Technology
6. Other : Reading Foundational Skills (RF.K.2/RF.1.2 Reading-Phonemic Awareness)
What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit?
Know Understand Do
Students will know that sounds
make up words.
Students will know how to
blend and segments the sounds
of words in order.
Students will know how to hear
and identify words that rhyme.
Students will know how to
create rhyming words within the
same word family.
Students will understand that
words are made up of separate
sounds.
Students will understand that
rhyming words have the same
rime (ending sounds).
Students will understand how
to change onsets to create
rhymes.
RF.K.2./RF.1.2 Demonstrate
understanding of spoken words,
syllables, and sounds
(phonemes).
Students will be able to match
two rhyming words.
Students will be able to sort
picture cards into matching
rhyming groups.
Students will be able to fill in
the missing word in a rhyming
song or poem.
Students will manipulate
onsets and rimes to create real
or imaginary rhyming words in
poems, songs, and word
games.
Decision 2 – Assessment
Decision 2: Assessment
Plan for how students will indicate learning and understanding of the concepts in the unit.
How will you assess learning?
PHONEME SEGMENTATION:
1. Learning will be assessed using the PSF (Phoneme Segmentation Fluency)
probes in 3D.
2. Learning will be assessed using formative observation of student
performance during activities.
RHYMING
1. Learning will be assessed through a pair-share project using their assigned
rime and a designated rubric.
2. Class rhyming book with items students bring from home. Take a picture of
students with objects and students will write and/ or dictate a rhyming
sentence about their objects.
_____________________________________________________________________________
Decision 2 – Assessment: Rubric Reminders
Decision 2: Assessments – Rubric Reminders:
Scale
Criteria 1 2 3
(Proficient) 4
Ind
icato
rs
Wh
at d
oes
eac
h n
um
ber
or
adje
ctiv
e in
you
r sc
ale
mea
n?
KINDERGARTEN
Using PSF (Phoneme
Segmentation
Fluency) probe in 3D,
students will be able
to segment phonemes
in single-syllable
words.
MOY: PSF score
below 10 will be
considered at
great risk.
EOY: PSF score
below 20 will be
considered at
great risk.
MOY: PSF score
below 11-19 will
be considered at
risk.
EOY: PSF score
21- 40 will be
considered at
risk.
MOY: PSF score
of 20 will be
considered
proficient.
EOY: PSF score
of 40 will be
considered
proficient.
MOY: PSF score
of 21 or above
will be
considered above
proficient.
EOY: PSF score
of 41 or above
will be
considered above
proficient.
FIRST GRADE
Using PSF (Phoneme
Segmentation
Fluency) probe in 3D,
students will be able
to segment phonemes
in single-syllable
words.
BOY: PSF score
below 31 will be
considered at
great risk.
BOY: PSF score
of 31-39 will be
considered at-
risk.
BOY: PSF score
of 40 will be
considered
proficient.
BOY: PSF score
of 41 or above
will be
considered above
proficient.
Scale
Criteria 1 2 3
(Proficient) 4
Ind
icato
rs
Wh
at d
oes
eac
h n
um
ber
or
adje
ctiv
e in
you
r sc
ale
mea
n?
PHONEME
BLENDING
The teacher will
give a rime set to
each pair of
students. Student
pairs create 6
pictures of onsets
and rimes.
0-1 pictures that
accurately fit
assigned rime
2-3 pictures that
accurately fit
assigned rime
4-5 pictures that
accurately fit
assigned rime
6 pictures that
accurately fit
assigned rime
Decision 2 – Assessment: Rubric Reminders
Scale
Criteria 1 2 3
(Proficient) 4
Ind
icato
rs
Wh
at d
oes
eac
h n
um
ber
or
adje
ctiv
e in
you
r sc
ale
mea
n?
RHYMING
Student Verbally
recognizes
rhyming words
Student verbally
recognizes zero
rhyming words.
Student verbally
recognizes 1-3
rhyming words
without verbal
prompting.
Student verbally
recognizes 4-7
rhyming words
without verbal
prompting.
Student verbally
recognizes 8 or
more rhyming
words with verbal
prompting.
Student provides a
rhyming word to
match the word
given by the
teacher.
Student provides
zero rhyming
words.
Student provides
1-3 rhyming
words.
Students provide
4-7 rhyming
words.
Student provides 8
or more rhyming
words.
Decision 3 – Student Learning Map
Decision 3: Student Learning Map
Key Learning Targets:
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Concept:
Kindergarten:
Segment onsets and rimes of
single-syllable words.
First Grade:
Segment spoken single-
syllable words into their
complete sequence of
individual sounds (phonemes).
Concept: Onset and rimes
Concept: Recognize and
produce rhyming words.
Lesson EQ(s):
I can tell the sounds in single-
syllable spoken words in
order.
Lesson EQ(s):
I can identify an onset of a
given word.
I can identify a rime of a given
word.
I can create new words that
have the same rime as a given
word.
Lesson EQ(s):
1. I can recognize rhyming
words.
2. I can name words that
rhyme.
Vocabulary:
Word
Segment
Sound
Phoneme
Vocabulary:
Onset
Rime
Identify
Vocabulary:
Beginning sound
Ending sound
Rhyme
Rhyming words
Decision 4 – Launch Activities
Decision 4: Launch Activities
Hooks and Links
Develops student interest and links prior knowledge. Provides the Student Learning
Map and the key vocabulary to students.
Guiding Questions:
1. How are you going to get students engaged?
2. How are you going to develop student interest and link their prior knowledge?
3. How are you going to start the Student Learning Map of the unit with students?
4. How are you going to preview key vocabulary with students?
Read Hop on Pop By Dr. Seuss. Gauge the needs of your students and modify your reading to
allow students to interject rhymes naturally.
Ask children what they noticed about the words used in the story.
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 1
Language Objective(s), where appropriate:
Students will segment two and three phoneme words into isolated phonemes.
Lesson Essential Question(s) or “I Can” Statement(s):
I can say the separate sounds that I hear in words.
Activating Strategies: (Learners Mentally Active)
The teacher will guide the class in singing “Where Can My Good Friend Be?” to the tune of “Where,
Oh, Where Has My Little Dog Gone?” inserting the beginning and ending sounds of individual
students’ names.
Song: Where, oh, where can my good friend be?
Where, oh, where can she be?
She starts with __________ and ends with _________.
Where, oh, where can she be?
Acceleration/Previewing: (key vocabulary)
Word Sound
Segment Phoneme
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Title of Activity: Picture Puzzles
1. Print the picture cards, cut them apart, and distribute them to students.
2. Invite volunteers to hold their cards behind their backs.
3. Then ask one volunteer to separate the sounds of the name of the item on his or her card and
have the rest of the class blend the word.
4. The student then shows the class the picture card and says the word which names the picture. 5. Repeat with other students.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Whole group: Students will stand upon cue if they have picture cards with two or three sounds
(phonemes) in their words.
Lesson Resources
Creative Teaching Press: Phonemic Awareness Songs and Rhymes by Kimberly Jordano and Trisha
Callella p. 60 (Pumpkin Patch)
Creative Teaching Press: Phonemic Awareness-Playing with Sounds to Strengthen Beginning Reading
Skills by: Jo Fitzpatrick p.91-94 (Two and Three-Phoneme Picture Cards)
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 2
Language Objective(s), where appropriate:
Students can put together an onset and an ending speech sound (rime) given by the teacher.
Lesson Essential Question(s) or “I Can” Statement(s):
I can identify an onset of a given word.
I can identify a rime of a given word.
I can create new words that have the same rime as a given word.
Activating Strategies: (Learners Mentally Active) The teacher will model the song “Addams Family” by Dr. Jean using the “-at” family for the first
example. Use pictures attached (p1) to show students as you teach them the song. Point to the pictures to
cue students as to what word goes next. Repeat again with the “-est” family to show another example
that is more challenging. Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Phonological Awareness: Onset and Rime (FCRR) PA.021
Quick Pick
Objective The student will segment and blend onsets and rimes in words.
Materials Onset and rime picture cards (Activity Master PA.021.AM1a - PA.021.AM1c)
Activity Students use onset clues to guess the picture card.
1. Place the cards face down in a stack on a flat surface.
2. Taking turns, one student selects and places three cards face up on the table.
3. Says the onset for one of the picture cards (e.g., “This word begins with /b/.").
4. The first student to find the picture for that onset and say the rime (e.g., “/ed/”) gets that card. All
students say the full name of the target picture (e.g., “bed”). The two remaining cards are placed at
the bottom of the stack.
5. Continue until all cards are used.
6. Peer evaluation
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
The student will successfully blend onset and rime words.
The student will create their own onsets to a given rime.
Decision 5 – Acquisition Lesson Planning
Lesson Resources:
http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part2.pdf
Dr. Jean’s Onset and Rime song
http://drjeanandfriends.blogspot.com/2012/08/onsets-and-rimes.html
Addams Family. Sing word families to the tune from “The Addams Family.”
There’s cat and there’s hat.
There’s mat and there’s rat.
There’s fat and there’s bat.
The ‘at’ family!”
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 3
Language Objective(s), where appropriate:
Students will listen to and say rhyming words within the songs and word games.
Lesson Essential Question(s) or “I Can” Statement(s): I can recognize rhyming words.
I can name words that rhyme.
Activating Strategies: (Learners Mentally Active)
Sing/Listen to nursery rhymes with:
1. Rhyming to the Beat by Jack Hartman & Friends CD
2. Nursery Rhymes and Good Old Times - Dr. Jean
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Rhymes Away Stories (Draw and Erase) – see book in Resources
1. Rhyme Away pg. 22 and 102-104 – In advance draw simple picture per directions. Children
will make the picture disappear by erasing parts that rhyme with words in the clues (Rhyme
Away story provided).
Optional: Draw a Rhyme activities pg. 22 and 105-107. Reverse of Rhyme Away – Children use fill-
in-the-blank clues to draw pictures.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Ticket Out the Door: Repeat lines from story leaving the rhyming word for student to complete.
Lesson Resources Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills, pg. 22, 102-107.
Decision 6 - Extended Thinking Activities
Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.
Cause/Effect Compare/Contrast Deduction
Justification Induction Analyzing Perspective
Error Analysis Abstracting Evaluation
Classifying Constructing Support Writing Prompt
1. Students can revisit the activities at learning centers.
2. The class will repeatedly sing the songs introduced in the lessons.
3. Students complete rhyming puzzles.
4. Fall Phonemic Awareness Songs and Rhymes– Creative Teaching Press: Activity for
phoneme substitution to create silly rhymes using the poem/song, “Apples” pgs. 42 & 45
Decision 7 – Differentiating the Unit
Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?
choice menus compacting grouping
seating visual, auditory, kinesthetic activities scaffolding
real world meaning Interests
1. Scaffolding will take place through collaboration with EC/ESL/Speech teachers who can
preview skills in their classrooms.
2. Grouping students for activities will provide support for students.
3. Kinesthetic activities can be utilized requiring students to stand/sit as sounds in words are
segmented.
4. Play Matching Rhyming Picture Cards
Below Level – Give picture options and students will identify pictures that rhyme
Above Level – Have students match pictures that rhyme or sort by matching rime (i.e. pig,
wig, dig OR cat, hat, bat)
Decision 8 – Unit Calendar
Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.
Phoneme Segmentation will need to be taught throughout kindergarten and as
needed in the first grade depending upon 3D assessment scores.
Rhyming:
Day 1 – Launch Activity and Pre-assessment
Day 2 – Lesson
Day 3 – Formative/Summative Assessment
Decision 9 – Resources
Decision 9: Resources and Research
Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this
unit.
Creative Teaching Press: Phonemic Awareness Songs and Rhymes by Kimberly Jordano and
Trisha Callella p. 60 (Pumpkin Patch)
Creative Teaching Press: Phonemic Awareness-Playing with Sounds to Strengthen Beginning
Reading Skills by: Jo Fitzpatrick p.91-94 (Two and Three-Phoneme Picture Cards)
Provide ideas about how to integrate Big 6 or Super 3 research framework.