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

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CAR © Bormann and Wright 2009, 2011

Unit 1 Title: Word Work Grade Level: 1st 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 words. 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 words. 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 Routines. 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

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. 21st Century Skills Standard and Progress Indicators:

Independently complete tasks

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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

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CAR © Bormann and Wright 2009, 2011 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 Word Wall 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

Word Wall 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

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

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Instructional Plan Reflection

Pre-assessment DRA

Qualitative Spelling Inventory (Journey’s)

DLO SWBAT

Instructional Practice

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Week 1

SWBAT Identify and read high frequency words.

SWBAT Identify, locate, read, and spell words with short /a/ SWBAT Read and locate high frequency words within text.

RF1.2a RF.1.3g

Word Work Morning Message Daily Opening Routine Interactive Word Wall

Word Wall Center Activities Word Wall Writing Activities (see center activities)

Unit 1 Lesson 1 Observation Checklist found in Grab and Go Assessment Booklet

Journey’s Resources: Daily Opening Routines Unit 1 Lesson 1

Phonics Skill: short /a/

High Frequency Words: and, you, be, play, help, with

High Frequency Words Instruction: Days 1/5 –

Introduce high frequency words from the list and add to the word wall.

Literacy and Language Guide: Word Study

Lesson 1, pages 56-57 provides suggested activities to deliver phonics instruction. Day 1: Model Word Sort

Day 2: Guess My Category Day 3: Word Hunt

Day 4: Blind Word Sort

Day 5: Assess using a Blind Writing Sort or Making and Writing Words

Suggested Instructional Practices: Days 1-5

Morning Message: Include the high frequency words, along with other skills to be practiced, in the message to reinforce and allow the students to locate words and practice skills.

Days 1-5

Center Activities: Model the activities that students are to engage in to practice a specific skill.

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Week 2

SWBAT Identify, locate, 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

Journey’s Resources: Daily Opening Routines Unit 1 Lesson 2

Phonics Skill: short /i/

High Frequency Words: for, he, what, look, have, too

High Frequency Words Instruction: Day 1/5 –

Literacy and Language Guide:

Lesson 2, pages 58-59 provides suggested activities to deliver phonics instruction. Day 1: Model Word Sort

Days 1-5

Interim Benchmark Assessment Task to be Administered:

Task 2 – Word Reading; Administration: Individual Decodable Words

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Week 3

SWBAT Identify, locate, and read words with short /o/

SWBAT Read and locate high frequency words within text. SWBAT Identify, locate, and read CVCC words. (ex. gift, raft)

RF.1.2a R.F. 1.3.b,d R.F.1.3.g

Journey’s Resources: Daily Opening Routines Unit 1 Lesson 3

Phonics Skill: short /o/

High Frequency Words: do, sing, find, no, funny, they

High Frequency Words Instruction: Day 1/5 –

Lesson 3, pages 60-61 provide suggested activities to deliver phonics instruction. Day 1: model Word Sort

Day 5: assess using a Blind Writing Sort or Making and Writing Words

Days 1-5

Task 2 – Word Reading; Administration: Individual Decodable Words

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Week 4

SWBAT Identify, locate, and read words short /e/. SWBAT Read and locate high frequency words within text. SWBAT Identify, locate, and read words with the CVC pattern.

RF.1.2a R.F. 1.3.b,d R.F.1.3.g

Phonics Skill: - short /e/

High Frequency Words: all, me, does, my, here, who

Lesson 4, pages 62-63 provide suggested activities to deliver phonics instruction. Day 1: Model Word Sort

Days 1-5

Task 2 – Word Reading; Administration: Individual High Frequency Words

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Week 5

SWBAT Identify, locate, and read words with short /u/.

SWBAT identify the initial, medial vowel, and final sounds in single syllable words. SWBAT orally segment and identify the

phonemes (sounds) in a single syllable word. SWBT Identify, locate, and read CVCC words. (ex. gift, raft)

RF.1.2a R.F. 1.2 c R.F.1.3.g Word Work Morning Message Daily Opening Routine Interactive Word Wall Word Wall Center Activities Word Wall Writing Activities (see center activities)

Phonics Skill: short /u/

High Frequency Words: friend, hold, full, many, good, pull

High Frequency Words Instruction: Day 1/5 –

Days 1-5

Task 2 – Word Reading; Administration: Individual High Frequency Words

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Week 6

SWBAT Identify, locate, and read words with short /a/.

SWBAT identify the initial, medial vowel, and final sounds in single syllable words. SWBAT orally segment and identify the

phonemes (sounds) in a single syllable word.

R.F. 1.3.a,b R.F.1.3.g Word Work Morning Message Daily Opening Routine Interactive Word Wall Word Wall Center Activities Word Wall Writing Activities (see center activities)

Phonics Skill: short /a/

High Frequency Words: away, every, call, hear, come, said

Days 1-5

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

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Task 2 – Word Reading High Frequency Words

Weeks 4 & 5 All Students Individually

Benchmark Assessment: Model Curriculum Benchmark Assessment #1

Summative Word Work Assessments Dolch Word Checklist

Observation Checklist

Summative Performance Assessment Model Curriculum Benchmark Assessments tasks