Unit Design Template - Where Tomorrow Begins€¦ · Unit Design Template ... PSF score below 20 will be ... The teacher will model the song “Addams Family” by Dr. Jean using

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)








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)



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



The student will successfully blend onset and rime words.

The student will create their own onsets to a given rime.


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!”

http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part2.pdf

http://drjeanandfriends.blogspot.com/2012/08/onsets-and-rimes.html


Pictures for “-est” family


Pictures of “-at” family.




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)



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.



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.

Unit Designers

Unit Designers:

Date: May 7, 2013

Name School

Julia Keyse Etowah

Donna Roberts Etowah

Karen Mertz Etowah

Jennifer Furr Etowah

Barbara Guinn Etowah

Patricia Parker Etowah

Documents

Unit Design Template - Where Tomorrow Begins€¦ · Unit Design Template ... PSF score below 20 will be ... The teacher will model the song “Addams Family” by Dr. Jean using