Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

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1 Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students are continuing to learn about how words work and how to use their knowledge of words to grow as readers. Students will also learn to decode basic CVC and CVCC Attention will be paid to identifying and reading grade level high frequency words in and out of context. The continued practice of print concepts, phonological awareness, and phonics and word recognition will occur through the use of Journey s Opening s. The use of a morning message, the interactive word wall, and various center activities will help students explore and interact with The teacher will model the activities (I do), provide students the chance to practice as a class (we do), and allow the students to work independently (you do). Enduring Understandings Knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help students figure out unfamiliar words while reading. Knowing how words work will make students better readers. Essential Questions How can understanding how words work help me to grow as a reader? How can identifying and understanding the letter sounds in words help me learn how to decode unknown words? How can knowing several high frequency words help me grow as a reader? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): RF.1.2a Distinguish long and short vowel sounds in spoken single syllable words (e.g. cat, play) R.F.1.2.b Orally produce single-syllable words by blending sounds, including consonant blends.. R.F.1.2.c Orally segment and identify phonemes in a single syllable word, identifying intial, medial vowel and final sounds (eg. /t//o//p/p/) R.F.1.3 b,d Decode basic CVC (ex. pin) and CVCC (ex. back). R.F.1.3.g Identify and read grade level high frequency/irregular words in and out of context. Support ting Standards R.F.1.4.a,b Establish a purpose for reading and adjust reading rate to support accuracy, appropriate rate,and expressions in grade level text. Monitor reading using context clues and re-reading to support accuracy, rate, and comprehension. RF.1.4 c Monitor reading using context clues to support accuracy, rate, and comprehension. 21 st Century Skills Standard and Progress Indicators: Independently complete tasks Take turns speaking and doing tasks in whole group settings

2 Work collaboratively with peers to complete tasks Work collaboratively with partners to solve problems Apply critical thinking and problem solving strategies during structured learning experiences Apply skills and knowledge through the use of technology High Frequency Words Taught in Unit: Week 1: and, you, be, play, help, with Week 2: for, he, what, look, have, too Week 3: do, sing, find, no, funny, they Week 4: all, me, does, my, here, who Week 5: friend, hold, full, many, good, pull Week 6: away, every, call, hear, come, said Academic Vocabulary Taught in Unit: Week 1: vowels Week 2: consonants Week 3: blends Week 4: syllables Week 5: decode Week 6: segment Application in Centers: Journey s Literacy Centers Word Study Students will use letter cards; word cards; paper; pencils or crayons and follow the directions Skills are differentiated and students are to use the proper skill level activity as directed by the teacher. ABC/Word Study Center Students can sort letters by distinguishing feature (size, shape, consonants, vowels) Make letters or words with foam or magnetic letters Find and cut out words or letters Read or write ABC books Sort words by syllables, initial/ending sound Build high frequency words Play word games

3 Read alphabet charts Clap syllables in words Sort objects or pictures to match rhyming pairs Match objects to beginning sounds Match pictures cards to letters Word hunt search for words with a chosen feature Word/letter scavenger hunt look for specific words or letters around the room and record results Center Rainbow writing write the word wall words then trace over each word with three to five colors, saying each letter as they trace Partner Reading one student reads a word while the other child writes the word without t looking at the word wall. They take turns. Sight Word Bingo sort sort words into categories (long vowels, silent letters ) Poetry identify word wall words in poems write poems or stories using as many word wall words as possible Physical Movement to spell words chant, clap, cheer ABC Order Write all the sight words that start with the same alphabet letter in alphabetic order Write It Out Write a sentence using as many sight words as possible and underline them in the sentence

4 Pre-assessment DRA Qualitative Spelling Inventory (Journey s) Instructional Plan Reflection DLO SWBAT Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection

5 Week 1 SWBAT Identify, locate, read, and spell words with short /a/ SWBAT Read and locate high frequency words within text. RF1.2a RF.1.3g Unit 1 Lesson 1 s Unit 1 Lesson 1 Phonics Skill: short /a/ High Frequency Words: and, you, be, play, help, with Days 1/5 Literacy and Language Guide: Word Study Lesson 1, pages provides suggested Day 1: Model Word Sort Day 5: Assess using a Blind Sort or Making and Words : Include the high : Model the activities that

6 Week 2 and read words with short i. SWBAT Read and locate high frequency words within text. SWBAT orally segment and identify the phonemes (sounds) in a single syllable word. R.F. 1.2 a RF.1.2 c R.F.1.3.g Interim Benchmark Assessment Task to be Administered: Unit 1 Lesson 2 Task 2 Word Reading; Administration: Individual Decodable Words s Unit 1 Lesson 2 Phonics Skill: short /i/ High Frequency Words: for, he, what, look, have, too Day 1/5 Literacy and Language Guide: Lesson 2, pages provides suggested Day 1: Model Word Sort Day 5: Assess using a Blind Sort or Making and Words : Include the high : Model the activities that

7 Week 3 and read words with short /o/ SWBAT Read and locate high frequency words within text. and read CVCC (ex. gift, raft) RF.1.2a R.F. 1.3.b,d R.F.1.3.g Unit 1 Lesson 3 s Unit 1 Lesson 3 Phonics Skill: short /o/ High Frequency Words: do, sing, find, no, funny, they Day 1/5 Literacy and Language Guide: Lesson 3, pages provide suggested Day 1: model Word Sort Day 5: assess using a Blind Sort or Making and Words : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered: Task 2 Word Reading; Administration: Individual Decodable Words

8 Week 4 and read words short /e/. SWBAT Read and locate high frequency words within text. and read words with the CVC pattern. RF.1.2a R.F. 1.3.b,d R.F.1.3.g Unit 1 Lesson 4 s Unit 1 Lesson 4 Phonics Skill: - short /e/ High Frequency Words: all, me, does, my, here, who Days 1/5 Literacy and Language Guide: Lesson 4, pages provide suggested Day 1: Model Word Sort Day 5: Assess using a Blind Sort or Making and Words : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered: Task 2 Word Reading; Administration: Individual High Frequency Words

9 Week 5 and read words with short /u/. SWBAT identify the initial, medial vowel, and final sounds in single syllable SWBAT orally segment and identify the phonemes (sounds) in a single syllable word. SWBT Identify, locate, and read CVCC (ex. gift, raft) RF.1.2a R.F. 1.2 c R.F.1.3.g Unit 1 Lesson 5 s Unit 1 Lesson 5 Phonics Skill: short /u/ High Frequency Words: friend, hold, full, many, good, pull Day 1/5 Literacy and Language Guide: Lesson 5, pages provide suggested Day 1: Model Word Sort Day 5: Assess using a Blind Sort or Making and Words : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered: Task 2 Word Reading; Administration: Individual High Frequency Words

10 Week 6 and read words with short /a/. SWBAT identify the initial, medial vowel, and final sounds in single syllable SWBAT orally segment and identify the phonemes (sounds) in a single syllable word. Unit 2 Lesson 6 s Unit 2 Lesson 6 Phonics Skill: short /a/ High Frequency Words: away, every, call, hear, come, said Days 1/5 Literacy and Language Guide: Lesson 6, pages provide suggested Day 1: Model Word Sort Day 5: Assess using a Blind Sort or Making and Words R.F. 1.3.a,b R.F.1.3.g : Include the high : Model the activities that Benchmark Assessment Tasks: To be given at interim periods. Task When to Administer Who to Give it to How to administer Task 2 Word Reading Decodable Words Weeks 2 & 3 All Students Individually

11 Task 2 Word Weeks 4 & 5 All Students Individually Reading High Frequency Words Benchmark Assessment: Model Curriculum Benchmark Assessment #1 Summative Assessments Dolch Word Checklist Checklist Summative Performance Assessment Model Curriculum Benchmark Assessments tasks

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