Unit 3 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Transcription

1 Unit 3 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to blend and segment syllables in words, as well as blend and segment onsets and rimes of spoken Students are continuing to learn about how words work and how to use their knowledge of words to grow as readers. The students are also going to develop their grasp of using a variety of words when speaking such as, question words, nouns, and verbs. 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/Essential Questions 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. How can understanding how words work help me to grow as a reader? How can knowing several help me grow as a reader? Standards/Cumulative Progress Indicators (Taught and Assessed): RF.K2.a Produce three simple rhyming RF.K.2.b Count, pronounce, blend, and segment syllables in spoken RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken RF.K.3.c Read high-frequency sight words (e.g., all, no). Common Core Standards Support ting 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. RF.K.3.a Demonstrate basic knowledge of letter-sound correspondence by producing 15 of the 21 primary letter sounds of the consonants. L.K.1.b,c,e Express ideas in shared language activities using frequently occurring nouns, verbs and prepositions, and regularly formed plural nouns (e.g. dog, dogs) L.K.1.d Use question words, (e.g., who, what, when, why and how) in meaningful context when speaking.

2 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 High Frequency Words Taught in Unit: Week 1: big, that, but, make Week 2: are, you, what, find Week 3: went, if, help, run Week 4: did, for, into, new Week 5: they, on, was Academic Vocabulary Taught in Unit: Week 1: alphabet, letters, word Week 2: consonant, vowel Week 3: lowercase, uppercase, capital Week 4: rhyme Week 5: sight word 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 Play word games Read alphabet charts

3 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 Writing write poems or stories using as many word wall words as possible Physical Movement to spell words chant, clap, cheer

4 Instructional Plan Pre-assessment DRA Word Analysis Tasks Benchmark Assessments Unit 1 & 2: Letter/Sound Identification; Print Concepts; Phonemic Awareness; Common Word Identification (subtasks) Reflection DLO SWBAT Week 1 Day 1- Read high frequency Day 2 Identify and produce 2 rhyming segment two syllable Day 4 - Read and locate within text. Day 5- Blend onsets and Instructional Practice Daily Opening Student Strategies Formative Assessment Activities and Resources Reflection Unit 3 Lesson 11 Daily Opening s Unit 3 Lessons Phonics Skill: Ee, Ii High Frequency Words: big, that, but, make Days 1/5 Introduce from the : Include the high : Model the activities that

5 Week 2 Day 1- Read high frequency Day 2 Identify and produce 2 rhyming segment two syllable Day 4 - Read and locate within text. Day 5- Blend onsets and Interim Benchmark Assessment Task to be Administered: Daily Opening Unit 3 Lesson 12 Daily Opening s Unit 3 Lessons Phonics Skill: Oo, Uu High Frequency Words: are, you, what, find Day 1/5 Introduce from the : Include the high : Model the activities that Task 1 - Print Concepts If the student accurately responded to all concepts in Unit 1 or Unit 2 assessments, this task does not need to be re-administered in Unit 3. Task 2 - Letter/ identification If the student correctly identified all the letters in Unit 2, this task does not need to be readministered. If the student correctly identified all the consonant sounds in Unit 2, this does not need to be re-administered in Unit 3.

6 Week 3 Day 1- Read high frequency Day 2 Identify and produce 2 rhyming segment two syllable Day 4 - Read and locate within text Day 5-. Blend onsets and Daily Opening Unit 3 Lesson 13 Daily Opening s Unit 3 Lessons Phonics Skill: -ing / -am High Frequency Words: went,if, help, run Day 1/5 Introduce from the : Include the high : Model the activities that

7 Week 4 Week 1Day 1- Read high frequency Day 2 Identify and produce 3 rhyming segment three syllable Day 4 -Read and locate within text. Day 5- Blend onsets and Daily Opening Unit 3 Lesson 14 Daily Opening s Unit 3 Lessons Phonics Skill: -it/-op High Frequency Words: did, for, into, new Days 1/5 Introduce from the : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered: Task 4 Rhyming Task 4 Syllable Segmenting

8 Week 5 Day 1- Read high frequency Day 2 Identify and produce 3 rhyming segment three syllable Day 4 - Read and locate within text. Day 5 - Blend onsets and Daily Opening Unit 3 Lesson 15 Daily Opening s Unit 3 Lessons Phonics Skill: -ug/ -ack High Frequency Words: they, on,was Day 1/5 Introduce from the : Include the high : Model the activities that Interim Benchmark Assessment Task to be Administered: Task 4 Syllable Blending Task 4 Common Word Reading

9 Week 6 Day 1- Read high frequency Day 2 Identify and produce 3 rhyming segment three syllable Day 4 - Read and locate within text. Day 5- Blend onsets and Daily Opening Unit 3 Lesson 15 Daily Opening s Unit 3 Lessons Phonics Skill: --at, -est High Frequency Words: will, said Days 1/5 Introduce from the : 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 If a student accurately responded to all concepts in the Unit 1 or 2 assessments, this task does not need to be re-administered to that student for Unit 3. Individually

10 Letter and Sound Identification Phonemic Awareness and Common Word Identification 6 sub tasks Week 2 Weeks 4 and 5 Benchmark Assessment: Model Curriculum Benchmark Assessment #3 If the student correctly identified all the letters in Unit 2 then the letter ID does not need to be administered. Similarly, if the student correctly identified all the consonant sounds accurately in Unit 2 this assessment does not need to be administered here in Unit 3. All students are to take all parts. Individually These sub-tasks can be administered all at once or at separate times. Individually Summative Assessments Dolch Word Checklist Checklist Summative Performance Assessment Model Curriculum Benchmark Assessments tasks