Author of unit, and citation of any sources used to create this unit Tauren Forte Unit Title Beginning Reading Unit Summary This unit was created to instruct small groups or individuals in reading and pre-reading, The unit is important for emerging readers and combines aspects of reading including graphemes, phonemes, CVC words, rhyming, sight words, and blending. Content Area(s) ‘The content area for this unit is reading. The unit may be taught in school, but also incorporates phonemes which may be practiced at home or anywhere that an emerging reader sees letters or words. Approximate Time Needed ‘This unit should be taught 40 minutes/day 5 days/week for at least two weeks. Running records and other types of informal assessments should be used to gauge whether or not students are still benefiting from the instruction and materials incorporated in this unit. Prerequisite Skills [Students should know sounds of the alphabet and be able to correlate sound-symbol relationships. |Stucents need to be able to sit at a table or in a small group for at least 40 minutes. Content & Curriculum Standards CCSS.ELA-LITERACY.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CCSS.ELA-LITERACY.RF.1.2.A, Distinguish long from short vowel sounds in spoken single-syllable words. CCSS,ELA-LITERACY.RF.1,2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-LITERACY.RF.1.3.A, Know the spelling-sound correspondences for common consonant digraphs. CCSS.ELA-LITERACY.RF.1.3.B Decode regularly spelled one-syllable words. CCSS.ELA-LITERACY.RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. CCSS.ELA-LITERACY.RL-K-1 With prompting and support, ask and answer questions about key details in a text, CCSS,ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, setting, and major events in a story. CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) CCSS,ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.RL. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [Outcomes of Unit Plan ‘The learning outcome of this unit should be that students are able to better understand sound-symbol relationships, decode words, read whole words, decode fake words, substitute beginning sounds in words, remove sounds from words, follow a story line, answer prompting questions about a story, begin learning sight words, increased ability to rhyme, and identify important factors around characters, setting, and major events in a story. Turriculam-Framing Questions What will happen if we switch one letter in a word, how can we manipulate Essential phonological awareness to create readers? Can we decode words? Questions ‘Are students able to produce rhyme, decode words, correlate sound-symbol relationships, remember sight words, and use substitution? Are students able to Content begin to read and use blending? Are students able to comprehend characters, Questions setting, and main ideas? ‘Assessment Instructional Objective i Type Assessment Strategy (of lessons plans in unit) (This should be pre-assessment, formative, or summative) 2Lesson 1: Manipulating Phonological Awareness Pre-Assessment [Teacher observation and Informal discussion. Guided practice, informal Lesson 2: Blending Formative assignments, informal Giscussion, observation, 7 Discussion, observation, Lesson 3: Early Reading Formative and guided practice Lesson 4: Rhyming ‘Summative Teacher made test Lesson 5: Introduction to sight words Pre- Asessment Discussion and teacher observation. Lesson 6: Reading Short A Discussion, teacher observation, guided Into Reading Short A Books as a group Formative practice, and informal assignments. Lesson 7: Incorporating Rhyme | summative Teacher made test. Tesson Number/Day number (because lessons may span more than one day, for example, lesson 5 may include days 5, 6, and 7 Short title/topic & instructional objective(s) for lesson Learning Activity Day 1: Lesson 1 Day 2: Lesson 2 Day 4: Lesson 4 Manipulating Phonological Awareness Blending Early Reading Rhyming Lesson plan on better understanding sound-symbol relationships, decoding words, fake words, and substitution Teaching students to blend sounds and words, discussion of blending, guided practice, and demonstrating blending and allowing students to practice as a group, This is a lesson plan that wrote on incorporating a lot of different aspects of reading into a small reading group. Includes rhyme, sight words, and phoneme cards. Students will work as a group on rhyming and then take a teacher made test that includes pictures and rhyming as well as non-rhyming words.Explain to the reading group what sight words are and why they are important. Go through some sight words and give mnemonic strategies to better help students remember them. Make sure that students are actively participating and have a group discussion. Day 5: Lesson 5 Introduction to Sight Words The group will go through phoneme cards, rhyming cards, and sight words and then read a short a story as a group. Group Reading This lesson helps students to move more quickly through reading short a Incorporating Rhyme into Short A stories. The lesson includes Day 7: Lesson 7 rhyming words that are part of the story, and explains substitution better and how we can apply it to reading. Differentiation or Individualized Instruction (For use only if this unit is designed for a group). Specifically note how any of the content, processes/activities, products (assessments), or the materials or environment may be modified in order to meet the needs of the student who is the focus of your transition portfolio. Note specific days that any differentiation will occur. Content Process Product Environmental Day 1 lesson 1 This lesson was The student should have | « Students a & may not developed and adapted | 1:1 support in beginning | be seated next to each for 1 student to work —_| reading. other because of hair 1:1 with a teacher, pulling Technology, N/A Pr I Can Read. Harper Collins Publishers, 1992. Phoneme cards, rhyming cards, sight words, vowel flash cards, Letter’ dice, white boards, white board markers, paper, and pencils, ited Materi Supplies 4Internet Resources | N/A ‘Other Resources Input from supervising teacher and her support staff.