Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

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1 Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds. 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 words with common consonant digraphs. 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): R.F.1.2.c Identify and pronounce the initial, medial vowel and final sounds in spoken one syllable RF.1.2d Orally segment and identify phonemes in a single syllable word. RF.1.3a Decode words with common consonant digraphs. 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 Use reading strategies to establish a purpose for reading and to answer comprehension questions about the grade level text while adjusting reading rate to support accuracy, appropriate rate and expression. RF.1.4 c Monitor reading using context clues and re-reading 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 Work collaboratively with peers to complete tasks

2 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: away, every, come, hear, call, said Week 2: animal, how, some, make, why Week 3: her, she, now, today, our, would Week 4: after, read, draw, was, write, pictures Week 5: eat, put, give, small, one, take Week 6: Review High Frequency Words Academic Vocabulary Taught in Unit: Week1: familiar Week 2: beginning, middle, end Week 3: events Week 4: poem Week 5: compare, contrast Week 6: resources 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) Model Curriculum Benchmark Assessment 1 Instructional Plan Reflection DLO SWBAT Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection

5 Week 1 SWBAT Orally segment and identify phonemes in single syllable SWBAT Read and locate high frequency words within text. RF1.2a RF.1.2d RF.1.3g Unit 6 Lesson 30 s Unit 6 Lesson 30 Phonics Skill: CV pattern words High Frequency Words: away, every, come, hear, call, said Days 1/5 Literacy and Language Guide: Word Study Lesson 30, pages provides suggested activities to deliver phonics instruction. Day 5: Assess using a Blind Sort or Making and Words : Include the high : Model the activities that

6 Week 2 SWBAT Orally segment and identify phonemes in words with short i (hi-p). SWBAT Read and locate high frequency words within text. SWBAT identify and produce the initial, medial vowel, and final sounds in one -syllable R.F. 1.2 a RF.1.2 c RF.1.2d R.F.1.3.g Interim Benchmark Assessment Task to be Administered: Unit 2 Lesson 7 Task 2 Word Reading; Administration: Individual Decodable Words s Unit 2 Lesson 7 Phonics Skill: review short /i/; segment short i words High Frequency Words: animal, how, some, make, why Day 1/5 Literacy and Language Guide: Lesson 7, pages provides suggested activities to deliver phonics instruction. Day 5: Assess using a Blind Sort or Making and Words : Include the high : Model the activities that

7 Week 3 SWBAT Orally segment and identify phonemes in words with short /o/ (t-o-p). Unit 2 Lesson 8 s Unit 2 Lesson 8 Phonics Skill: short /o/ High Frequency Words: her, she, now, today, our, would Day 1/5 SWBAT Read and locate high frequency words within text. SWBAT identify and produce the initial, medial vowel, and final sounds in one -syllable Literacy and Language Guide: Lesson 8, pages provides suggested activities to deliver phonics instruction. Day 5: assess using a Blind Sort or Making and Words RF.1.2 c, d R.F. 1.3.a R.F.1.3.g : 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 SWBAT identify and produce the initial, medial vowel, and final sounds in one -syllable SWBAT Read and locate high frequency words within text. SWBAT decode words with the common consonant digraph /th/. RF.1.2a R.F. 1.2 c,d R.F.1.3.g Unit 3 Lesson 11 s Unit 3 Lesson 11 Phonics Skill: - digraph /th/ High Frequency Words: after, read, draw, was, write, pictures Days 1/5 Literacy and Language Guide: Lesson 11 pages provide suggested activities to deliver phonics instruction. 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 SWBAT identify and pronounce the initial, medial vowel, and final sounds in single syllable SWBAT orally segment and identify the phonemes (sounds) in a single syllable word. SWBT decode words with the common consonant digraph /ch/ Unit 2 Lesson 12 s Unit 2 Lesson 12 Phonics Skill: digraph /ch/ High Frequency Words: eat, put, give, small, one, take Day 1/5 Literacy and Language Guide: Lesson 12, pages provide suggested activities to deliver phonics instruction. Day 5: Assess using a Blind Sort or Making and Words RF.1.2a R.F. 1.2 c RF.1.2 d R.F.1.3.a : 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 SWBAT decode words with common consonant digraphs /sh/ and /wh/. 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 13 s Unit 2 Lesson 13 Phonics Skill: digraphs /sh/ & /wh/ High Frequency Words: Review High Frequency Words Days 1/5 Literacy and Language Guide: Lesson 13, pages provide suggested activities to deliver phonics instruction. Day 5: Assess using a Blind Sort or Making and Words RF.1.2 c RF.1.3 a 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 #2 Summative Assessments Dolch Word Checklist Checklist Summative Performance Assessment Model Curriculum Benchmark Assessments tasks