karissatedrow.weebly.com · Web viewFigure out the meaning of a word due to context clues. Be Able to Do (Verbs) Level I. Level II. Level III. Level IV. Level V. List the verbs

00Southwestern College-Teacher Education Unit Planning Guidelines and Template with Lesson Plan format embeddedDirections: Use the following template for unit and lesson planning.

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state standards for other disciplines.

Standards include:

Strand: Reading Literature Code: CCSS.ELA-LITERACY.RL.1.1

Strand: LanguageBoxed Sub-heading: Vocabulary Acquisition and UseStandard: CCSS.ELA-LITERACY.L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase.

Strand: Foundational SkillsBoxed Sub-heading: Phonics and Word RecognitionStandard: CCSS.ELA-LITERACY.RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds.

Strand: Foundational SkillsBoxed Sub-heading: FluencyStandard: CCSS.ELA-LITERACY.RF.1.4Read with sufficient accuracy and fluency to support comprehension.

Name: Karissa Tedrow

Date: March 29, 2015

Unit Title: Long E, Long I and Storytime

Grade level(s) First Grade

What will student know, understand, be able to do as a result of this unit? Know the long I phonemes and long e phonemes Read a text with sufficient accuracy and fluency Comprehend an on-level text. Identify which phoneme is being used in a word (ee versus ea) Recall key facts about a story Figure out the meaning of a word due to context clues.

Be Able to Do (Verbs) Level I Level II Level III Level IV Level V

List the verbs that are key learning targets, then determine the cognitive demand level (Bloom’s) with verbs in context by placing a checkmark in the appropriate square:

Knowledge/ Remembering

Memorize facts, definitions, &

formulas

Comprehension/ Understanding

Perform Procedures

ApplicationDemonstrate

understanding

AnalysisConjecture, Generalize,

Prove

Synthesis/Evaluate/ Create; Solve non-routine problems; make connections

Memorize X ☐ ☐ ☐ ☐ Understand a text ☐ X ☐ ☐ ☐ Compare ☐ ☐ ☐ ☐ X Demonstrate ☐ ☐ X ☐ ☐ Evaluate ☐ ☐ ☐ ☐ XThis standard means a student will know and be able to do…(use your own student friendly words)

FORMTEXT The students will be able to identify long e and long I phonemes and will apply this knowledge to their reading. Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject areas and units.-This unit won’t end

the learning on this question.

How can we use phonemes to aid our understanding of texts?

Standards include:

Strand: Reading Literature Code: CCSS.ELA-LITERACY.RL.1.1

Strand: LanguageBoxed Sub-heading: Vocabulary Acquisition and UseStandard: CCSS.ELA-LITERACY.L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase.

Strand: Foundational SkillsBoxed Sub-heading: Phonics and Word RecognitionStandard: CCSS.ELA-LITERACY.RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds.

Strand: Foundational SkillsBoxed Sub-heading: FluencyStandard: CCSS.ELA-LITERACY.RF.1.4Read with sufficient accuracy and fluency to support comprehension.

Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

What are the long I phonemes we have learned? What are the long e phonemes we have learned previously? How can we find a meaning of the word when we do not know it?

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned and how students will attain the learning goals.

Through this unit, students will be able to identify the long I and long e vowel sounds through practice and modeling. They will then read stories that contain these sounds so that they are able to practice these sounds and allow them to become more accurate and fluent readers. They will demonstrate their knowledge with discussion, activities, and questioning.

Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs? When will these differences be addressed (small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive intervention)?

Assessment: How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Pre-assessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task, performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the objectives.

(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)

I am teaching this because students need to be able to fluently understand these phonemes so that they can get to the point where they read the word by sight alone instead of sounding it out. The teacher I am observing has been working on the long vowel sounds so I stepped in for some of the lessons. The students will be able to automatically identify these phonemes. Students need to have a solid understanding of theses sounds so that they are able to comprehend texts and fluently read.

Data type:

Analysis details:

Performance Task(s): Through what authentic performance tasks will students demonstrate the desired understandings?

By what criteria will performances of understanding be judged?

Other Evidence: Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired

results? How will student reflect upon and self-assess their learning?

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.

Access to the teacher laptop for the SFA website. Phonics workbook, Alphie’s Word Bingo sheet, Story test, pencils, smart board, and document camera

There are multiple assessments I will use to assess how well students are learning the content. I will use observation, questioning, as well as having students underline words, and completing a chart with the different long I and long e digraphs. The graphs increase in difficulty as we progress, so it provides a summative assessment on where students are at. Not only this but at the very end, we will play word bingo where students will have different digraphs listed and will put the word in the correct row (example: ee, ea and _y. I would say sea and write it down. Students would then identify the digraph it would be put under.)

Formative-1. Observation2. Activities3. Discussion4. ChartsSummative-1. Questions2. Charts3. Bingo4. Test

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.

Session Instruction and Learning Experience1 Review long e letter groups. (students have prior knowledge, we are recalling that information)..2 Review long e letter groups. 3 Review long i letter groups (students have prior knowledge). 4 Review long i letter groups. 5 Alphie’s Word Bingo

Lesson One:

SFA (Success for All) lesson 41.2 45 min

Approx. time to

complete

Objective(s): (Objectives are specific, measurable, short-term behaviors students should be able to demonstrate at the end of the lesson. What do you want students to know and be able to do? The student(s) will… .)

Students will read a story and be able to point out the words with the long e sound.

Students will read a story and will work on fluency and accuracy of words.

Assessment: I will use observation while students are reading their books to look for fluency and accuracy. I will review students’ workbook pages after they are done and provide them with feedback.

Meeting the needs of various learners/Accommodations: (As you prepare to teach this lesson, what accommodations or modifications are needed for ESL, students with disabilities, students who need extra support, high performing students?) [Small group differentiation as part of core, intervention in small groups beyond core lesson time, one-on-one support. Who/How will this be provided?]

Accommodations for differentiationStudents with disabilities/students needing additional support

For the very low learners, there is a tutor provided that takes them out of the classroom at this time. I will check on them periodically to see how they are doing. I will pair them with students who are doing well.

Nonnative English speaker As students are in pairs when reading, their partner can help them read. I will check on them periodically. If needed I will read the question. I will assist when necessary.

High performing students/exceeds expectations

Students can underline base words and ending for words that have endings. They can separate their words in the chart with 1 containing one syllable words, 2 containing two syllable words and words with inflectional endings, and those in the third row are ones that are multisyllabic words that could have phonetically irregular parts. These students are welcome to move on to their shared story that is taught at a different part of the day. This is a separate section of reading. This way they are still working on fluency and accuracy.

Instructional Plan: (How will you get students to achieve the learning objective? List the activities and explain the procedures for each instructional and learning component. What will the teacher do, what will the students do?)

Opening: (set purpose for lesson, activate prior knowledge) Students, today we will be reviewing a certain sound and which letter groups can make this sound. We will be reading one of Alphie’s stories out of our partner practice book. You will be reading with your partner, each person will read a page and then it will move on to the next one. Since we have just recently moved on to this type of worksheet, I am going to help you all though it each day and remind you how we go through the story.

Instruction: (Core instruction, introduction to content, vocabulary, skill, strategy, demonstration, teacher modeling.) [For literacy lessons include in instructional sequence- Into/Through/Beyond]

Lesson Two:



Students will read a story and be able to point out the words with the long e sound.


Students will identify the different letter groups of the long e sound.

Students will identify which letter group is being used in a word that is provided.




For the very below level learners, there is a tutor provided that takes them out of the classroom at this time. I will check on the other below level learner periodically to see how they are doing. I will pair them with students who are doing well.





Opening: (set purpose for lesson, activate prior knowledge) Students, today we will be reviewing a certain sound again and which letter groups can make this sound. We will be reading another one of Alphie’s stories out of our partner practice book. You will be reading with your partner, each person will read a page and then it will move on to the next one.

Lesson Three:



Students will read a story and be able to point out the words with the long i sound.


Students will identify the long I letter groups.




For the very below level learners, there is a tutor provided that takes them out of the classroom at this time. I will check on the other below level learners periodically to see how they are doing. I will pair them with students who are doing well.





Opening: (set purpose for lesson, activate prior knowledge) Students, today we will be reviewing a different sound and which letter groups can make this sound. We will be reading a different one of Alphie’s stories out of our partner practice book. You will be reading with your partner, each person will read a page and then it will move on to the next one. Since we have just recently moved on to this type of worksheet, I am going to help you all though it again and remind you how we go through the story.

Instruction: (Core instruction, introduction to content, vocabulary, skill, strategy, demonstration, teacher modeling.) [For literacy lessons include in

Lesson Four:



Students will read a story and be able to point out the words with the long i sound.


Students will identify all the different long I letter groups.

Students will identify what letter group each word is using to make the long I sound.




For the very below level learners, there is a tutor provided that takes them out of the classroom at this time. I will check on the other below level learners periodically to see how they are doing. I will pair them with students who are doing well.





Opening: (set purpose for lesson, activate prior knowledge) Students, today we will be reviewing a certain sound again and which letter groups can make this sound. We will be reading another one of Alphie’s stories out of our partner practice book. You will be reading with your partner, each person will read a page and then it will move on to the next one.

Lesson Five:

SFA (Success for All) lesson 42.4 and 43.4 45 min


Students will identify which sound a word has in it, between the long I and long e sounds.

Students will identify what letter group is in the given word.

Assessment: I will use observation while students are reading their books to look for fluency and accuracy. I will review students’ bingo pages to check for comprehension.



For the very low learners, there is a tutor provided that takes them out of the classroom at this time. I will check on them periodically to see how they are doing. I will pair them with students who are doing well. I will be writing the words on the board, they need to identify the letter group being used.

Nonnative English speaker . I will check on them periodically. If needed I will read the question. I will assist when necessary. I will be both writing and speaking the words. Since phonics deals with writing words with different letter groups for the same sound, a student may need an adult that is fluent in their first language to help them understand these concepts.


Since this is a non-formal summative assessment, students are welcome to attempt to spell the words on their own as this is the next step in identifying letter groups.


Opening: (set purpose for lesson, activate prior knowledge) Students, today we are going to play Alphie’s Word Bingo. We have gone over long I letter groups and long e letter groups. Today we are going to use that knowledge to play bingo. (2 min)

Instruction: (Core instruction, introduction to content, vocabulary, skill, strategy, demonstration, teacher modeling.) [For literacy lessons include in instructional sequence- Into/Through/Beyond]

So all together we have seven letter groups. Three long e letter groups and four long I letter groups. I want two students at each table to write down long e

Compiled and adapted with resources from: Understanding by Design, Kansas Association for Supervision and Curriculum Development, Charlotte Danielson’s Framework for Enhancing Professional Practice, Wichita Public Schools instructional frameworks, Gradual Release of Responsibility model, Bloom’s Taxonomy, Friend’s Co-Teaching strategies, INTEL Teach Program unit planning model.

Documents

karissatedrow.weebly.com · Web viewFigure out the meaning of a word due to context clues. Be Able to Do (Verbs) Level I. Level II. Level III. Level IV. Level V. List the verbs