Gary CSC School District English Language Arts Standards Guide Indiana Academic State Standards Unit : 1 Phonics

Transcription

1 Grade: First Gary CSC School District English Language Arts Standards Guide Indiana Academic State Standards Unit : 1 Phonics Quarter Dates Quarter District Benchmarks Week 1 Suggested Anchor Text August - September Pig in a Wig by Susan Stevens Crummel Big Ideas Behind every letter there is a sound. Letters are combined to make words. 1. RF.3.2: I can blend sounds to make a one syllable word. I can blend sounds to make multi-syllable words. 1. RF.3.3: I can add a sound to change single-syllable words. I can change sounds to make single-syllable words. Essential Questions (Incorporate Real World Connections) How are sounds connected to a letter and words? How do consonant and vowel sounds form words? In vowel teams, how do you determine which vowel is pronounced? How do I read words with consonant digraphs? Is the vowel sound in a word with a final e long or short? Week I Can Statements Standard Emphasis + - *** 1. RF.3.4: I can identify the beginning, middle and final sounds in single syllable words. *** 1. RF.3.5: I can separate individual sounds in one-syllable words. *** 1. RF.4.1 I can use phonics to say regular words by using hard and soft sounds. I can use phonics to say regular words by using short and vowels. I can use phonics to say regular words by using consonant blends and digraphs. I can use phonics to say regular words by using vowel teams and digraphs. I can use phonics to say regular words by using r-controlled vowels. 1. RF.4.2 I can decode one-syllable words. 1. RF.4.3 I can identify the long vowel sounds in words with final e. I can identify the long vowel sound in words with common vowel teams.

2 Do (Verb) Skill (Noun) How? Instructional Strategies Develop RF.1 Five components of reading: Print concept Phonic awareness Phonics Vocabulary Fluency/Comprehension By building and refining the foundational skills. Constant practice in all forms of reading. Recognize RF.2.3 Components of a sentence By identifying the first word of a sentence and punctuation mark at the end of a sentence. Recognize the uses of capitalization and punctuation Learn RF.2.4 Alphabetical Order Application Use letter tiles for organizing alphabets Use capital and lowercase letter names and match them Blend RF.3.2 Consonant and vowels sounds Consonant blends Apply knowledge of letter sound relationship to decode unfamiliar words. Words taught by blending letter sounds. Letter recognition activities Add, Delete, Substitute RF.3.3 Distinguish RF.3.4 Segment RF.3.5 Use RF.4.1 Decode RF.4.2 Apply RF4.3 Subgroups Single syllable words By changing sounds to produce single syllables Decipher and read new words Pattern knowledge to figure out words Single syllable words By differentiating between beginning, middle, and final sounds Sound out a word by elongating its sound Blended into whole words Individual sounds In one- syllable words Letter sound recognition Hard and soft sounds, to decode phonetically regular words (e.g. cat, go, black, Use explicit instruction : short and long vowels, boat, her), independent of context Decipher and read regular words consonant blends and digraphs, vowel teams and digraphs, R-controlled vowels one syllable words in the major By sounding out the patterns syllable patterns (CVC, CVr, V, VV, VCe), Rules for final-e and common In reading words vowel teams (vowel digraphs) for representing long vowel sounds. Differentiation/Scaffolding Letter sound recognition Pattern knowledge or rules for representing long vowel sounds

3 English Learner s Tier I (Below) Tier II (On) Tier III (GATE) Provide additional phonemic awareness activities and have students echo the teacher. Repeat active engagement learning strategies through computer programs or small group instruction with repetition of sound being presented. Provide individual learning activities to reinforce words being taught. Provide active learning strategies that allow students to experiment in finding new words.

4 Reading Selection : Suggested Anchor Texts: Pig in a Wig by Susan Stevens Crummel This story is about a pig that ate too much and got sick. A woman gave the pig something to drink that made her feel better. Pig did a jig because he was happy. Lexile Grade Level _260 K-2 Reader and Task * Literary Informational Suggested Supporting Texts Informational: Rap a Tap Tap by Leo and Diane Dillon "There once was a man who danced in the street / He brought pleasure and joy to the people he'd greet / He didn't just dance, he made art with his feet / Rap a tap tap--think of that!" This simple book for young children has the added bonus of describing the life of a ground-breaking African-American tap dancer. Bill "Bojangles" Robinson was one of the most popular entertainers of the 1920s-30s. Self-Selected Text (teacher): Pig Picnic by Patricia Hubbell. This rhyming text tells how a group of pigs share their picnic with an unexpected guest, a wolf. Suggested Supporting Media (e.g., Web addresses/urls that support the implementation of your unit) Cross-Curricular Connections Science Social Studies Mathematics Engage students in an activity with matching pictures of adult animals with their babies. Students will create a collage of pictures with various careers of people who work with animals. Discuss concepts used in telling time, second, minute, and hour. Demonstrate three ways to relate the concept tick, listen to ticking of a clock, observe the flashing of colon on a watch, and observe the movement of the second hand on a clock. Count 60 of each ( tick ) to identify a minute.

5 Technology Hardware (Click boxes of all equipment needed) Clicker/Responder ipad VCR Computer(s) Printer Video Camera Digital Camera Projection System Smart board/whiteboard DVD Player Promethean Board Other Internet Connection Television Technology Software (Click boxes of all software needed) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing Software Multimedia Other Encyclopedia on CD-ROM Printed Materials (Textbooks, curriculum guides, storybooks, reference materials, etc.) Supplies (Essential items that have to be ordered or gathered) Other Resources (Field trips, experiments, guest speakers, mentors, community members, parents, etc.)

6 Reading Instructional Focus: Establish association between letters and sounds. Write standard 1.RF.4.2 Decode one-syllable words in the major syllable patters (CVC, CVr, V, VV, VCe), independent of context. Skill(s): Decode Strategies: letter sound recognition Practice and play Pattern knowledge to figure our words Tasks, Strategies and Resources Before Build Background: Introduce the story with pictures of real pigs. Initiate discussion of pigs by discussing where pigs live, what they eat, how are they are fed, and what sounds they make. Move the discussion to make comparison of what a real pig does and does not do by comparing the pictures of real pigs and the book cover. Responses may be recorded on a graphic organizer. Introduce the vocabulary for the story through explicit instruction for pronunciation. Explain meaning with explicit instruction and /or demonstration. Identify the characters through illustration from the story. Build the plot by comparing illustrations of the pig in the beginning, in the middle as the pig eats, and of the pig when he is sick (picture walk). Engage the students in summarizing what the story will be about. During. Guided oral reading by pointing to the words as they are decoded. Select individuals to read aloud and /or have the group reread aloud. Comprehension checks will made as the story is read by students answering questions. Example: What is on the pig s head? What do you see in the picture that goes tick, tick, tick? What number is on the clock? Show me what pig does with the food in the bowl. Demonstrate how pig eats his food. Demonstrate what pig does to the bowl. Why does pig feel sick? Who helps pig? Does pig get better? What did pig do when he felt better? What Max and Pam do when pig felt better? After Retell the story to a partner in sequential order. Then students will draw at least 4 pictures that list the events of the story Writing Instructional Focus: Writing sentences using short i words. Write standard 1.W.6.2 Spelling Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions. Correctly spelling words with common spelling patterns. Correctly spelling common irregularly-spelled, grade appropriate high frequency words. Skill(s): Build vocabulary Strategy: Modeling Performance task: Students will create new words with short I sounds by using letter tiles. Students will write sentences using newly created words. Vocabulary Write down standard RV.1 Skills: Build and use vocabulary acquired through reading and being read to, conversations, and from literature. Strategy: Label pictures with appropriate vocabulary word; six lick dip fix jig sick sax sad up take Tier II Words tick bits ham Tier III Words Page 6

7 Speaking/Listening Instructional Focus: Blend, read, and build regular short i words Write down standard 1.SL.1 Listen actively and adjust the use of spoken language (e.g. vocabulary) to communicate effectively with a variety of audience and for different purposes. Skills: Recognize and read Strategy: The skill is listed in the after section of the reading lesson. Language Instructional Focus: Build and use vocabulary bank of words with short vowel sounds. Standard: RF.2.3 Recognize the components of a sentence (e.g. capitalization, first word, and ending punctuation). Skills: Recognize the components of a sentence Strategy: Student will compose complete sentences using words from vocabulary list. Assessment Formative Assessment Options: During Partner Reading: Teacher will provide students with sentences that are fill in the blank. Students will add a short i word. After Reading: Using the reproducible list, assess children s ability to read words with short i and high-frequency words. Writing: Display a picture or transparency showing an event from the story and have the students write a caption for the picture. Speaking and Listening: Teacher will place cards with vocabulary words on them in a basket and ask students to pronounce the word as they match it on a handout. Assess students on their ability pronounce the words with the short i. Page 7