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UNIT PLAN

AMY STEINBROOK 16

Amy [email protected], KYECE 503 CASpring 2017Unit Plan March 13, 2017

Table of Contents:

Introduction ……………………………………………………………………………………..2

Lesson One ……………………………………………………………………………………...4

Lesson Two………………………………………………………………………………………8

Lesson Three…………………………………………………………………………………….14

Student Growth Plan…………………………………………………………………………….17

References……………………………………………………………………………………….21

Introduction:

Name: __Amy Steinbrook ______ Date: __01/23/17_____ Cycle: ________not needed__

# of Students: __20__ Age/Grade level__First Grade________ Content Area __ELA___

Subject _Reading____ Major Content _Literature__ Lesson Length___20 minute rotation

Unit Title ___Word Work____ Lesson Title ___Word Work: Sight Words__________

Lesson Alignment to Unit: Respond to the following items :

a) Identify essential questions and/or unit objective(s) addressed by this lesson.

The essential questions for this lesson are:

· What do good readers do?

· Am I clear about what I just read?

· Do I know how to ask for help when I don’t understand my reading?

Each day the class has four centers as part of small group instruction time. The centers include: Guided reading – Lead by the classroom teacher, the students read level appropriate books, Writing Center -Each student practices writing the high frequency words to become for familiar with the list, Word Work – Lead by the Resource Teacher, the group learns a word of the day and becomes familiar with the word in passages, and Ipad Center – Students work on Reading A to Z which allows students to read level appropriate books with high frequency words.

In this unit, students are learning sight words which will help them learn to read. Effective readers use a variety of strategies and details to comprehend information presented in a text. Today, we will be focusing on a commonly missed sight word as the word of the day. Learning these words will help students to read more fluently by being able to quickly recall the word. The lesson will use different activities to meet the need of each student.

The objective for this lesson is:

· Students will be able to recognize the word of the day when reading first grade level passages and books.

b) Connect the objectives to the state curriculum documents, i.e. ,Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.

CCS RI.1.10 - With prompting and support, read informational texts appropriately complex for grade 1.

The objectives relate to the state curriculum because students will be learning high frequency words which will assist them in the reading of informational text.

c) Describe students’ prior knowledge of focus of the previous learning.

The students have been working on learning pre-primer, primer, 1st grade and 2nd grade high frequency words since the first day of school. They were introduced to pre-primer and primer words in kindergarten through popcorn words. The students were assessed at the beginning of the year to determine which list was their level list. Though Word Work center each day, the students are introduced to a word of the day and do activities to reinforce the use of the word.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.

Formative Assessment - Students will be asked to complete independent work and group activities that will demonstrate their understanding of the topic which will be assessed. They will also have a brief assessment at the end of the lesson to determine understanding.

Summative Assessment - Students will also be assessed on the number of words for their level appropriate list. The progress is used as data to assist in individualized instruction.

e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this less of the unit.

The class have a variety of different learning needs: Developmental Delay, Mild Mental Disability, Speech Disabilities and Attendance issues. This is lesson is a center activity so the class is divided into four small groups. The groups are labeled with numbers, one through four. Groups One and Two are low level groups and are currently working on pre-primer and primer word list. Groups Three and Four are on or above grade level and are working on first or second grade high frequency word list.

Some of the students will need extended time, repeating words or phrases, paraphrasing instructions and assistance with decoding strategies. One student will need modification by saying the letter and sounds in the word.

f) Pre-Assessment: Describe your analysis of pre-assessment used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge).

The students have been working on these skills for the school year. The lesson is based on data from the Classroom and Resource teachers. For this lesson, a small pre-assessment quiz was developed to determine the words students needed the extra practice to learn. The goal was for the student to know at least 80% of a list before being able to advance to another level of words.

Lesson 1 :

Objective/Assessment Plan Organizer

Lesson Objectives/Learning Targets (no more than 3)

Brief Description of Assessment

Instructional Strategy/ Activity

1. Students will be able to recognize the word of the day when reading first grade level passages and books.

Assessment Description: The students will use the strategy of Write It, Hide It, Show it to determine if they understand the word of the day.

Assessment Accommodation: Teacher modeling and discussion will help students retain new information. Restating directions and giving extended time will be allocated as well. Verbal prompting will be given for those who need extra help.

Strategy/Activity: Students will be using the strategy of Hear It, See It, and Say It for the word of the day. Repetition will be another strategy used due to the students need come in contact with the word at least 30 times before they actually know the word.

Students will rap and do motion to a sight word song. Have the word written on their hand to build familiarity and do a practice sheet to help students learn the word.

Activity Adaptation: Teacher guidance will be given as needed. Reputation and practice will be used to help student retain the new information needed in order to grasp the concept. Using the student’s senses will allow students to connect to the concept. Each child is working on the list they need to work on and one student is working on letters instead of words.

Media/technologies/resources: All the centers of small group instruction work together to build the students reading. RazKids on IPad and Sight Word Rap on YouTube helps to reinforce learning. Students have individualized cards of sight words they need to work on during writing center.

Describe the teaching strategies and activities you will use to involve students and accomplish the lesson objectives.

· Include how you will trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom.

· Be sure to have a planned opening and closure for the lesson.

· Use the chart below.

General Teacher Steps/Actions

(what YOU will do and HOW you will do it)

Differentiation Strategies

(what you will do differently for different students,

If everyone gets it, it isn’t differentiated)

Lesson Introduction

1. The lesson will begin with the teacher explaining each centers activity for the day and giving the I Can statements for the time period.

Preferential seating for those with attention difficulties.

Simple Language for students with language difficulties.

Visual/Auditory Prompting for students with memory difficulties, slow processing.

Rephrasing questions if student do not understand what is being asked.

Activation of Prior Knowledge

2. The teacher will lead the whole group into the Sight Word Rap where students will sing and do the motions.

Following the song, students will then be divided into centers.

Seating for those with physical challenges.

Additional space will be accommodated for students will visual or auditory challenges.

Steps

3. Introduce word by writing the word funny (groups 1 & 2) or where (groups 3 &4) on each students hand with washable marker while saying the letters and using the word in a sentence.

Students with memory or processing delays will be able to refer to their hand for the word of the day.

4. Give each student the Sight Words that Stick drawing (made as a desk plate to set on desk) and story. Read the story slowly with emphasis on the word of the day.

5. Have the students highlight the word of the day on the story.

Visual cues allow for all to understand as it is being discussed.

Clarifying/Prompting for Understanding.

Use of teacher guidance/ prompts as needed.

6. Give students the practice sheet and go over direction. Allow students to complete the sheet for independent practice.

7. Check over independent work and give feedback if needed

Teacher guidance as needed

Allowance of extra processing time

Additional explanation will be given as needed

All extended time if needed

Closure

8. Give students hand help dry erase boards and have them Write It, Hide It, Show It for the word of the day.

9. Move to next center until small group rotation is complete.

Offer guidance/assistance

Encouragement

Students visually showing understanding

Attachments:

Sight Word Recognition Rubric

Sight Word Pre – Assessment

Sight Word Recognition

RE. 01.05 Recognizes appropriate sight words with automaticity.

Emerging

Developing

Proficient

Advanced

Student is beginning to recognize sight words automatically.

Student can identify appropriate sight words with teacher support.

Student can identify appropriate sight words independently 80% of the time.

Students can identify appropriate sight words independently with very little errors.

Name _____________________________________

Sight Word Pre – Assessment

Pre- Primer

and

funny

look

blue

help

me

can

red

run

we

Primer

all

new

white

eat

black

good

say

no

brown

get

1st Grade

after

let

open

of

put

where

then

her

just

stop

2nd Grade

five

sing

wash

or

where

first

why

green

tell

read

Totals -

Pre – Primer _________ / 10

Primer _________/ 10

1st Grade ________/ 10

2nd Grade ________/ 10

Lesson Plan 2:




1. Students will be able to recognize at least five high frequency words when reading first grade level passages and books.

Assessment Description: Students will be given a fill in the blank exit slip. The students will complete five sentences using five previously learned sight words.

Assessment Accommodation: For students needing extra help word elimination, teacher prompting, questioning, and extended time.

Strategy/Activity: Students will re-visit five previously studied words to help reinforce previous lessons. Students will do a coloring activity and dice rolling game to review these words. The purpose is to help the students to become more familiar seeing and using these words.












Lesson Introduction

(How you will tell students about the lesson agenda, objectives, etc.)

1. Teacher will introduce center activities for all students and the I Can statements associated with each center.






2. Teacher will play the Sight Word rap and students will sing and dance along.

3. Teacher will have student divide up into rotation groups and begin centers.



Steps

4. To introduce to words of focus, the teacher will give the students a Color by Sight word sheet.

Restating of instruction for students with need.

Questioning and Prompting to assist also.

Extended time for those with need.

5. We will then move to the Roll a Sight word activity. Each sight word is given a number on the dice. The students roll the dice and color a space under the corresponding word.

Modeling and restating directions.

Prompting and Questioning to help student stay engaged.

Discussing sight words.

Closure

6. To assess the students’ knowledge, the students will do a brief fill in the blank exit slip.

Prompting and restating directions.

Multiple Choice if needed.

Questioning and prompting to help students with the assessment.

Attachments: (Rubrics must be included with the attachments)

Sight Word Regconition Rubric, Color By Sight Words for Groups 3 – 4, Color by Sight Words for Groups 1-2, Exit Slip

Sight Word Recognition Rubric

RE. 01.05 Recognizes appropriate sight words with automaticity.

Emerging

Developing

Proficient

Advanced

Student is beginning to recognize sight words automatically.

Student can identify appropriate sight words with teacher support.

Student can identify appropriate sight words independently 80% of the time.

Students can identify appropriate sight words independently with very little errors.

Name _______________________________________

Name _____________________________________

Exit Slip Group 1/2

Name ________________________________________________

I see the big can you a

1. ___________ I play with you?

2. I _________________ a dog.

3. The dog is _____________.

4. Do __________ see the dog?

5. Do you have _________ dog?

Exit Slip Group 3/4

Name _____________________________________________

There where which all they said who was

1. ____________ has a red shirt?

2. Tom __________, “I have a red shirt.”

3. _________ has a pencil?

4. The teacher said, “_________ the class will need a paper and pencil.”

5. I see a pencil over __________.

Lesson Plan 3:




1. Students will be able to recognize the word of the day when reading first grade level passages and books.

Assessment Description: The students will be assessed on the progress of the number of words know on the word list that applies to them (Pre-primer, Primer, 1st or 2nd grade).

Assessment Accommodation: Teacher modeling and discussion will help students retain new information. Restating directions and giving extended time will be allocated as well. Verbal prompting will be given for those who need extra help.

Strategy/Activity:.

Students will rap and do motion to a sight word song. Have the word written on their hand to build familiarity and do a practice sheet to help students learn the word. The teacher will model reading a grade level emergent book that contain sight words. The students will follow along with the teacher then the students will read the passage to the teacher. Next, the students will play a game of Sight Word Bingo to help the words to remain familiar.












Lesson Introduction

1. The lesson will begin with the teacher explaining each centers activity for the day and giving the I Can statements for the time period.






2. The teacher will lead the whole group into the Sight Word Rap where students will sing and do the motions.

Following the song, students will then be divided into centers.



Steps

3. Give each student a grade level emergent book and allow students to take a picture walk through the small book.

Prompting and Questioning as the students look for familiar pictures.

4. The teacher will read the emergent reader as the students follow along.

5. The students will then read the book together to the teacher.

Visual cues allow for all to understand as it is being discussed.

Clarifying/Prompting for Understanding.

Use of teacher guidance/ prompts as needed.

6. The teacher and students will talk about words that had been the word of the day.

7. Hand out highlighters and allow the children to look for the discussed words. Check over independent work and give feedback if needed

Teacher guidance as needed

Allowance of extra processing time

Additional explanation will be given as needed

All extended time if needed

Closure

8. Students will play Sight Word Bingo (Level 1 or 2) to help review more sight words.

9. Teacher will call students to assess the number of sight words known for whichever list they are working to master.

Offer guidance/assistance

Encouragement

Students visually showing understanding

Attachments:

Guidelines for Developing the Source of Evidence: Student Growth

1. Target Content

Review your work on the Context in which you identified your students’ needs and abilities related to the enduring skills, concepts and processes they should master by the school year/class. Are there any enduring skills, concepts, or processes that they lack overall? What is the biggest area of need? Based on your review, identify the specific content area enduring skills, concepts, or processes that your student growth goal should target.

The context of the student population for the first grade Special Education collaboration ELA block:

Number of students with IEP’s – 4

Number of students with speech goals – 7

Number of student with Occupational Therapy goals is 2 of the 4

Total of 23 students in the ELA block

2. Assessment

List the assessment(s) you will use to establish baseline student performance and provide comparable mid-year and end-of-year/class data on the student growth goal.

According to baseline assessments for the beginning of the school year (August 2016), the ELA collaboration block students scored novice on irregularly spelled sight words (Dolch sight words). Four students scored novice at level 1 pre-primer and 14 students scored apprentice on level 1 pre-primer words. One special education student scored novice on this baseline assessment scoring within 0 to 40% range. Two students scored apprentice on level 1 pre-primer words and two students score proficient on level 1 pre-primer words. Currently, students baseline data shows four students are novice on pre-primer, fourteen apprentice on pre-primer, five proficient on pre-primer and one of the five proficient are currently apprentice at level 2 and 3 of the rubric. (RF.1.3 Recognize and read grade appropriate irregularly spelled words. Common Core Standards 2014)

3. Student Growth Goal

Your student growth goal should specify a growth target (the growth you expect your students to make) and a proficiency target.

During the 2016-2017 school year, the first grade ELA group students will make measureable progress in reading grade appropriate irregularly spelled words. (RF.1.3 Recognize and read grade appropriate irregularly spelled words. Common Core Standards 2014)

The students will advanced 2 levels on the rubric. They will reach level 3 target skill of reading 52 primer words with 75% accuracy. Currently, student baseline data shows four students are novice on pre-primer, fourteen apprentice on pre-primer, five proficient on proficient on pre-primer and one of the five proficient is currently apprentice at level 2 an 3 of the rubric. Furthermore, 75% of the ELA First Grade reading group will score proficient or above on the assessment as indicated on the rubric.

4. Professional Learning Needs

Identify the professional learning you will need to support your students’ attainment of the student growth goal. (Activities to address these professional learning needs should be included in your PGP.)

It is believed that no additional training are needed to assist in helping students to obtain this goal. With the use of previous training and education, the students should be able to easily obtain the goal.

5. Instructional Strategies for Goal Accomplishment

Describe the initial instructional strategies you will use to facilitate student progress toward goal attainment.

The students will be provided multiple opportunities to increase their knowledge in word recognition through ELA centers, flashcards, drill and practice, sight words songs/dancing, sight word games, sight word readers, guided reading instruction, and phonics instructions.

Individualized Instruction – explicit instruction with sight words – special education students Modifications/Accommodations based on IEP

STAR progress monitoring weekly – Early Literacy resources, Core Progression

Carbo reading program strategies and Reading Eggs program – Morning Learning Lab in the resource room

RAZ Kids – leveled books

RTI

Head Sprout Reading program

Document progress in Data Notebooks

6. Plan for Monitoring Goal Attainment

Describe when and how you will monitor your students’ progress toward goal attainment.

We will monitor students using multiple forms of assessments such as formative and summative assessments (pre/post- tests), exit slips, teacher observation, data notebooks, and checklists.

7. Review of Student Growth Goal

Discuss your student growth goal, the strategies that are being used and monitoring that has occured. In addition, any professional learning needs that should be addressed.

Currently, students baseline data shows four students are novice on pre-primer, fourteen on pre-primer, five proficient on pre-primer words lists. One student is currently apprentice at level 2 and 3 of the rubric. We plan to extend this learning moving him to level 5 of the rubric. According to baseline, our students have little to no sight word knowledge at this time. Students will increase their sight word knowledge therefore; they will increase their fluency skills as well.

8. Summative Assessment of Student Growth and Reflection

Collect and analyze the summative assessment data on your students’ growth. Sort your students into the three following categories based on their summative assessment performance: students who exceeded the goal, students who met the goal, and students who did not meet the goal. Record this data in the table on the template and attach a copy of your summative assessment data. Based on your analysis of the summative assessment data, reflect on the following three questions:

What does the data reveal about your students’ growth?

What does the data show about your instructional practices?

How can these results inform your planning for future professional growth?

Criteria

Novice

Appentice

Proficient

Level 5

Read 21 First grade words with 75% accuracy.

0% - 40% accuracy

41% - 74% accuracy

75% or above accuracy

Dylan Gibson

Level 4

Read 20 First grade words with 75% accuracy.

0% - 40% accuracy

41% - 74% accuracy


Level 3

Read 26 primer words with 75% accuracy.

0% - 40% accuracy

41% - 74% accuracy


Level 2


0% - 40% accuracy

41% - 74% accuracy


Level 1

Read 40 Pre-primer words with 75% accuracy.

0% - 40% accuracy

Nicollette

Gabe

Logan

Jordan

Gavin

Summer

41% - 74% accuracy

Emilea

Laney

Brooklyn D

Evan

Makayla

Braelyn

Lucas

Delantae

Brooklyn J

Kerrigan

Johnny


IEP Students

*passed more than one word list.

Enduring Skills Concepts Map

1st Grade

Enduring Skill:

RF. 1.3 Recognize and read grade- appropriate irregularly spelled words. Common Core Standards 2014.

Level 5

Read 41 First Grade level words with 75% accuracy.

(Grade 1) (Words 21 – 41)

Level 4

Read 20 First grade level words with 75% accuaracy.

(Grade 1) (Words 1-20)

Target Skill – Level 3


(Primer) (Words 26 – 52)

Level 2

Read 26 pre-primer words with 75% accuracy.

(Primer) (Words 1-26)

Level 1

Read 40 pre-primer words with 75% accuracy.

(Pre-primer) (Words 1 – 40)

References:

Sight Words Rap - https://www.youtube.com/watch?v=idexNu0SZpU

Sight Word that Stick Volume 1, Published by National Reading Styles Institute. Can be received by https://store.nrsi.com/catalog/product/view/id/181/s/sight-words-that-stick-volume-1/category/26/

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