Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

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1 Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels; use nouns, plural nouns, and verbs in shared language activities; and will review the student s ability to produce and identify rhymes. Students are continuing to learn about how words work and how to use their knowledge of words to grow as readers. They will also review how count the syllables in words. The practice of print concepts, phonological awareness, and phonics and word recognition will occur through the use of Journey s Opening s and explicit instruction. The use of a morning message, the interactive word wall, and various center activities will help students explore and interact with words. 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 Essential Questions How can understanding how words work help me to grow as a reader? How can knowing high frequency words help me grow as a reader? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): Produce 10 of the 21 primary letter sounds of the consonants. Express ideas in shared language activities using frequently occurring nouns (e.g., ball), plural nouns (e.g., balls, wishes), verbs (e.g., play) and prepositions (e.g., in). Supporting Standards RF.K.1.a Follow words in print left to right and top to bottom. RF.K.1.b,c Recognize that print represents the spoken language and words are represented by specific sequences of letters, and separated by spaces. L.K.1.d Use question words, (e.g., who, what, when, why and how) in meaningful context when speaking. 21 st Century Skills Standard and Progress Indicators: Independently complete tasks Take turns speaking and doing tasks in whole group settings 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

2 High Frequency Words Taught in Unit: Week 1: at, so, it, go Week 2: for, up, in, he, run Week 3: be, that, out, all Week 4: am, not, one, get Week 5: yes, with, big, we Week 6: Review Academic Vocabulary Taught in Unit: Week 1: beginning, middle, end Week 2: character, setting Week 3: main idea, details Week 4: illustrations Week 5: connections Week 6: events 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 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

3 sort sort words into categories (long vowels, silent letters ) Poetry identify word wall words in poems Writing write poems or stories using as many word wall words as possible Physical Movement to spell words chant, clap, cheer

4 Pre-assessment DRA Word Analysis Tasks 1-9 Instructional Plan Reflection DLO SWBAT Week 1 Day 1- Recognize and Day 2 Recall and read high frequency words Day 3 Understand and recognize nouns in shared language activities Day 4 Understand and recognize nouns and plural nouns in shared language activities Day 5- Recognize and Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection Unit 2 Lesson 10 s Unit 2 Lesson 10, Phonics Skill: Letter Name/Sounds: M, S, short A, T, C, P High Frequency Words: at, so, it, go Days 1/5 Introduce high frequency words from the list and add to the word wall. : Include the high : Model the activities that

5 Week 2 Day 1- Recognize and Day 2 Recall and read high frequency words. Day 3 Utilize verbs in shared language activities. Unit 3 Lesson 11 s Unit 3 Lesson 11; Phonics Skill: Letter Name/Sounds: short A; blending words; word building High Frequency Words: for, up, in, he, run Day 1/5 Introduce high frequency words from the list and add to the word wall. Day 4 Recognize verbs in shared language activities. Day 5- Recognize and Interim Benchmark Assessment Task to be Administered: Task 1 - Print Concepts Task 2 - Letter/ identification : Include the high : Model the activities that

6 Week 3 Day 1- Recognize and Day 2 Recall and read high frequency words. Day 3 Review rhyming words. Day 4 - Recognize and Day 5- Recognize nouns and plural nouns in in shared language activities. Unit 3 Lesson 12 s Unit 3 Lesson 12; Days 1-5 Phonics Skill: Letter Name/Sound: n; blending words; word building. High Frequency Words: be, that, out, all Day 1/5 Introduce high frequency words from the list and add to the word wall. : Include the high : Model the activities that

7 Week 4 Week 1 Day 1- Read high frequency words. Day 2 Correctly identify the sound/name of letters. Day 3 Recognize verbs in in shared language activities. Day 4 Read high frequency words Unit 3 Lessons 13 s Unit 3 Lessons 13; Phonics Skill: Letter Name/Sound: f; blending words; word building. High Frequency Words:. am, not, one, get Days 1/5 Introduce high frequency words from the list and add to the word wall. Day 5- Recognize and use nouns and plural nouns in shared language activities. : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered:

8 Week 5 Day 1- Read high frequency words. Day 2 Correctly identify the sound/name of letters. Day 3 Identify nouns and plural nouns. Day 4 - Identify and produce 2 rhyming words. Day 5 - Read high frequency words. Unit 3 Lesson 14 s Unit 3 Lesson 14 ; Phonics Skill: Letter Name/Sound Identification: b; blending words; word building. High Frequency Words: yes, with, big, we Day 1/5 Introduce high frequency words from the list and add to the word wall. : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered:

9 Week 6 Day 1- Read high frequency words. Day 2 Correctly identify the sound/name of letters. Day 3 Review counting the number of syllables in spoken one and two syllable words. Day 4 - Identify and produce 2 rhyming words. Day 5 - Read high frequency words. Unit 3 Lesson 15 s Unit 3 Lesson 15 Phonics Skill: Letter Name/ Sound Identification: short a, b, n, f, long a; blending review, word building. High Frequency Words: Review Words Review all previously learned words Days 1/5 Introduce and/or review high frequency words from the list and add to the word wall. : 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 Print Concepts Checklist Week 2 All Students. Individually

10 Letter and Sound Identification Week 2 All Students Individually Benchmark Assessment: Model Curriculum Benchmark Assessment #2 Summative Assessments Dolch Word Checklist Checklist Summative Performance Assessment Model Curriculum Benchmark Assessments tasks

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