UbD Unit Plan Final Cathy Boerner December 3, 2010 Name of Unit and Grade Level: K5 Grade Language

e Arts Literacy 10 day unit WI Model Academic Standards: Language Arts Reading Literature Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and support, identify characters, settings, and major events in a story. Language Arts Reading Literature Craft and Structure 4. Ask and answer questions about unknown words in a text. Language Arts Reading Literature Integration of Knowledge and Ideas 7. With prompting and support, describe relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts). 10. Actively engage in group reading activities with purpose and understanding. Language Arts Reading Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are presented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. Language Arts Reading Foundational Skills Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Language Arts Reading Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonic and word analysis in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Language Arts Writing Text Types and Purposes 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Big Ideas/Essential Questions: Discussing ideas helps us tell stories. Pictures, letters, and words help us express ideas. How does listening for sounds help us to write words? Understanding concepts of print helps use to understand meaning. There are elements of stories that we can relate to our own lives. (For Character Development): We see all kinds of people everyday. Books help us learn new things. It can be very fun to read. What clues in a storybook help you tell how a character feels? Writing helps use to communicate with others. Objectives: Students will: Demonstrate how words have beginning, middle, and ending sounds along with vowel sounds to help us make words. Demonstrate how changing only the beginning sounds of words make words rhyme. Demonstrate comprehension through retelling and predicting elements of literacy instruction. Demonstrate attentive listening and respect through body language, eye contact, and active participation. Show beginning phonological awareness by: 1. Repeating familiar rhyming verses and songs. 2. Experimenting with words to make nonsense words. 3. Clapping to represent the syllables of short phrase. 4. Saying the sound of a letter when they see it in a new word because they recognize it from a frequently used familiar word. 5. Knowing that words are made up of sounds and being able to identify smallest units of sound (phonemes) in a word. Show interest print by demonstrating self-direction and self-monitoring while reading and writing.

Show understanding of concepts about print by finding the front of the book, turning to the first page, and sweeping a finger from left to right across print on a page. Demonstrate stories through pictures and play. Demonstrate sequencing events in a story.

Assessments: Formative My lessons will be involving demonstration and participation, and I will be using observation during the participation stage to determine how well the children have met the objectives. I will meet with students individually for conferences to discuss the text and diagnose areas needed for individual improvement. Students will make books during writing workshop and include them in their work folders when they decide they have finished. I will be keeping a running record of students oral reading to assess their word identification and reading fluency. I will be checking to see if students self-correct while reading and writing. Informal Reading Inventories will be taken to evaluate students reading performance, checking to see if students can answer questions about particular text after reading or writing. Summative: I will be checking students knowledge of high frequency words with a select group of students each day with the goal of meeting with each child by the end of each week. At the end of 10 days, work folders will be submitted for review. I will be checking each students ability to write and spell words, scoring compositions, and determining each students progress. Materials Needed: Big Books Reproduced copies of big books for guided reading Pointers for each child Crayons and markers Magnetic letters and magnetic board Sentence strips

Activities: Morning Message At the beginning of each day, I will write a morning message on the board while reading aloud as I write. This message is short and simple. This is a daily routine and children can observe my modeled writing. Demonstration Activity (10 minutes daily) Students will circle around me on the floor. Students will be directed to pick a partner. I will introduce a new song to sing, Hickory,

dickory, dock I will sing the song aloud, encouraging students who already know the song to sing along with me. Then I will sing the song again, this time with more participation. At this point I will demonstrate motions to use while singing. Then I will repeat the song while doing the hand motions (with or without participation). I will talk about words I notice that rhyme in the song. For example, I will think aloud about how dock and clock rhyme. Guided Reading Activity (20 to 30 minutes daily) During this activity, students will be in small groups. I will decide the developmental purpose of each group, addressing each students specific needs. Students will participate in conversation about the book we are reading. Students read softly or read silently. Afterward, they will be asked to respond to the book, ask questions, and be assessed. Shared Reading Activity (20-30 minutes daily) During this activity students will focus in on meaning level, sentence and phrase level, word level, and sound/symbol level. Shared reading activities are usually taught over the course of a week, in multiple lessons. Independent Reading Activity (Workshop) (50 minutes including a 10 minute introduction on the carpet beforehand) During this activity, students choose which learning center they will go to and what they will choose to read. Students will also work together, making choices both individually and cooperatively. I will be observing them as they read, expecting them to use time efficiently. Students will be helping themselves if they need to get anything, and practice strategies to find answers to their questions without assistance. Shared Writing (10 minutes each day) During this activity I will write down text that is provided by the students. As students contribute their ideas, they can see their speech put into words. Writing Workshop (50-60 minutes daily) Each day students will compose books with their choice of content, continuing the work of one book until the child decides they are finished. They will then being composing a new book. This activity is meant to be ongoing and children do not need to finish their work by the end of the activity: it is expected that they will pick up where they left off in the next writing workshop. Phonics (30 minutes daily) During this time I will be doing word work with students, focusing on sounds and word structure. I will also assess them on words they know, asking them to write down as many as they can in their personal journals. Interactive Reading (20 minutes daily) I will introduce the book and set the purpose for reading it. While reading, I will demonstrate making predictions while children participate. Children will pair up and discuss their predictions before I call on them to respond. Afterwards I will ask them if they liked the book and what connections they made to their own lives. Interactive Writing (20 minutes daily) During this activity I will be stressing letter-sound relationships, phonetics patterns, and unique ways of spelling. I will be modeling listening for sounds and representing those sounds on paper. Students will come up with their own rhymes and word/sound games. Read Aloud and Book Talk (10-15 minutes daily) I will introduce a book and demonstrate reading strategies as I read. Students will participate in the story, making predictions and questioning along the way. Afterwards we will retell the story, distinguishing the main idea and main characters.

Lesson Plan for Shared Reading Activity: A Chair For My Mother by Vera Williams Goals (Standards): Language Arts Reading Literature Integration of Knowledge and Ideas 10- Actively engage in group reading activities with purpose and understanding. Language Arts Reading Foundational Skills Print Concepts 4. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are presented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. Language Arts Reading Literature Key Ideas and Details 1- With prompting and support, ask and answer questions about key details in a text. 2- With prompting and support, retell familiar stories, including key details. Objectives: Students will be able to: Make text self connections before, during and after reading Make predictions before, during and after reading Apply the following concepts about print to: Read left to right Locate and read complete sentences in the text Count the number of words in a sentence Locate and read high frequency words Connect illustrations to the print Sequence the events in the story Retell the story Character Development Big Idea: Sometimes something happens in our life that we cant handle by ourselves. We need our friends and neighbors to help us. When friends and neighbors need our help it feels good to do what we can to try and make things better for them. Assessment: These lessons will involve demonstration and participation while I observe, determining how well students are meeting the objectives. I will meet with small groups to interact with text and record their responses. Materials Needed: Book A Chair For My Mother by Vera Williams

Pointer Sentence strips Word chart Removable place markers to highlight words Day 1: Introduction and first reading: (Hook/Motivation) I will ask students to think of one piece of furniture in their house/residence that they love the most, thinking about why they love it and what it makes them think of. I will introduce the title and author of the book, making a prediction of what the book might be about. I will read the story all the way through, modeling my reading. On specific pages I will ask students to tell me what they think is going on before I read the text. I will continue on the next page, wondering out loud what might happen next in the story. I will ask if they liked the story and why. Then I will read it again, letting students pretend that they are characters in the story. Day 2: I will introduce the book again, asking them if they remember the book. I will read the book all the way through. I will use sentence strips to show selections of the same sentences in the book, cutting the strips to make individual words. I will ask them to match the words with the print. Day 3: I will reread the text again. I will use sentence strips to cut up more individual words I will reform the words into a sentence, asking the students if it makes sense. I will call on students to point to particular words. Day 4: Reread the text again. Revisit several of the pages, talking about how we know what to do with our voices when we read different parts of the print, making expressive sounds that match speech marks. I will ask them why specific speech marks are there, such as exclamation points. Day 5: Reread the text. Cover up particular words and model how to figure out what word is missing from the sentence, using the picture and the rest of the sentence to help me.

I will continue with more words.

Day 6: Reread the text. I will be modeling how reading means saying one word for every one word they see. During parts of the text, I will insert words as I read aloud, and omit others while asking them to help correct my mistakes. Day 7: Read the book again. I will give students pieces of paper with the same text on the bottom as the book. Children will illustrate the pages, using the big book to remember what to draw if they need to. Day 8: During learning center, children will create puppets and objects and use them to retell the story. Day 9: I will provide students with pictures of the characters in the book to help them retell the story aloud. Day 10: During writing workshop students will create a new book, using a similar theme as A Chair For My Mother. Narrative: Since this is a literacy unit, I have most thoroughly emphasized Howard Gardners Linguistic Intelligence, which is the ability to use language to express oneself and remember information. A student who has strong linguistic intelligence is likely to develop literacy skills rapidly. My unit also appeals to the Bodily-Kinesthetic and Musical intelligences, providing many opportunities that involve movements, singing, rhyming, playing and often using motions to convey the meanings of words within text. Throughout my unit, students showing a strong Intrapersonal intelligence will be nurtured and provided with many experiences for self-reflection and independence. Phonological awareness involves the use of Spatial intelligence and LogicalMathematical intelligence as they develop concepts about print, such as counting words, identifying missing words, counting syllables, and being able to isolate beginnings certain parts of a sentence or word.

I believe my unit plan strongly addresses many of the Wisconsin State Teacher Standards. Through my list of academic standard (goals) and objectives, I provide evidence of knowing the subject I am teaching and I am able to plan different types of lessons within a unit of study. I also provide a variety of instructional strategies. My assessment strategies demonstrate my understanding of how to test for student progress. I am hoping my unit clearly expresses the teacher standards and strengths. I have fulfilled Alvernos Education Abilities in the following ways: Communication Various elements of my unit plan demonstrate this ability through encouraging my students to participate and relate the learning to their own life. They are also encouraged to listen and to discuss among other students. Students demonstrate selfmotivation through independent reading, learning centers, and various other self-directed activities. Conceptualization My UbD instructional unit demonstrates this ability through my use of various forms of print, the discussion of key thematic elements, and activities that encourage students to express their own thoughts throughout each activity. Diagnosis I demonstrate this ability through my assessment plans and various forms of observation throughout the unit. Through my assessment and objectives I demonstrate making teaching choices based on students individual needs. The educational theorist I am most influenced by is Don Holdaway and his Conditions of Natural Learning (Holdaway, 1995). Holdaway stresses the importance of learning literacy in an environment that encourages natural and authentic learning while students form a strong bond with the teacher. The teacher provides the child with modeling and demonstration, teaching strategies for the student to develop as an independent reader and writer. He also stresses the importance of independent learning, giving students plenty of time to practice their skills in a self-reflexive nature without external correction. Holdaway is known for developing Shared Reading which is the lesson I chose to elaborate one within this unit.