Phonics Unit Plan

PHONICS
FLVT Grade 1 – Fall 2019
PHONICS
Jessica Hemstreet
PHONICS
Table of Contents
UNIT PLAN OVERVIEW & RATIONALE .............................................................................................................. 3
DIFFERENTIATION ........................................................................................................................................... 4
KSA CONNECTIONS ......................................................................................................................................... 5
TQS CONNECTIONS ......................................................................................................................................... 6
ALBERTA EDUCATION OUTCOMES REACHED .................................................................................................. 7
ASSESSMENT TOOL OVERVIEW ....................................................................................................................... 8
DETAILED ASSESSMENT ................................................................................................................................ 10
RESOURCES ..................................................................................................................................................... 0
DAILY SCHEDULE ............................................................................................................................................. 1
WEEK 1 CALENDAR.......................................................................................................................................... 2
WEEK 2 CALENDAR.......................................................................................................................................... 3
WEEK 3 CALENDAR.......................................................................................................................................... 4
WEEK 4 CALENDAR.......................................................................................................................................... 5
WEEK 5 CALENDAR.......................................................................................................................................... 6
WEEK 6 CALENDAR.......................................................................................................................................... 7
WEEK 7 CALENDAR.......................................................................................................................................... 8
WEEK 8 CALENDAR.......................................................................................................................................... 9
WEEK 9 CALENDAR........................................................................................................................................ 10
WEEK 10 CALENDAR ...................................................................................................................................... 11
WEEK 11 CALENDAR ...................................................................................................................................... 12
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PHONICS
DAILY LESSONS ............................................................................................................................................. 13
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Unit Plan Overview & Rationale

(KSA #6,16)
Students will learn the basics and foundations of the English language phonics. This will be taught
through a combination of the Jolly Phonics system and the alphabet. We will follow the suggested plan
set out by Jolly Phonics to teach the 42 letter sounds and do the corresponding letters of the alphabet at
the same time. Every week will start out with a short review session of all previously learnt letters and
sounds so that students continuously have all the letters and sounds in their mind. After each grouping
of letter sounds, we will have a longer review session with literacy centers to ensure students have a
deep understanding and knowledge of each letter and letter sound. Lessons will start by being one 30-
minute period for each letter sound and letter back to back, one hour per day per “letter.” Once the
mid-point of the Jolly Phonics program is reached lessons will shorten to one 30-minute period for both
the letter sound and letter.
I am following the Jolly Phonics plan since it is proven to be arranged in a way that scaffolds
students learning. The only thing I am changing is that I am going to try teaching the alphabet at the
same time as the corresponding letter sounds, Jolly Phonics suggests that letter names are not taught
until week four. I want to try giving students the proper letter name and letter sound at the same time
to not confuse them later on. This is also due to the assumption that students have already experience
with Jolly Phonics in their kindergarten year (which is the case if they went to a school in Holy Spirit
District or Lethbridge 51.) Letter sound and letter lessons will all follow the same layout in the hopes
that the consistency will assist students in learning the 42 sounds and 24 letters. If this is not working for
the students and their needs, lessons will be adjusted. Throughout review, practice and literacy center
lessons the layout and activities will always change to ensure that students learn the sounds and letter
names, not the Jolly Phonics sequence.
Phonics is the basis of the English alphabet, writing and speech. This makes it one of the most
important topics that students will learn. This need to ensure that all students have a thorough
understanding of phonics is why there are so many review and practice lessons throughout the unit. I
also left a week as a buffer room before my initial ideal finish date of Jolly Phonics, in case we need to
spend more time on specific letter sounds or extra review days. Students should not feel rushed in
learning the basics of writing and speaking the English language properly.
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Differentiation
(KSA #1,5,7,8,9) (TQS#3)
Differentiation is such an important part of lesson and unit planning that should never be
overlooked. Many students that walk into a classroom will have something holding them back from
learning in the most ideal way. Even if a student is going through or dealing with something does not
mean that their learning potential should be any lesser than their peers. All children deserve an
equitable and unbiased educational experience. Differentiation, modification, and adaptation are
methods for teachers to create this type of learning experience for their students, as required.
Lessons are initially set up in an organized, repetitive layout. All letter sound lessons are the same,
following the Jolly Phonics teacher book guide and student book worksheet. This makes it super easy to
adjust, differentiate and modify lessons according to students learning needs that we will learn
throughout the unit.
Differentiating lessons to meet individual student’s needs is extremely important to ensure that
all students are getting the best opportunity to learn all the required outcomes.
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PHONICS
KSA Connections
It is my aim throughout this unit to reach all of the KSAs. The connections made are noted
throughout the unit plan where they apply. (KSA #17) (TQS #1 & 6)
KSA #1 - Teachers demonstrate that they understand how contextual variables affect teaching and
learning.
KSA #2 - Teachers demonstrate that they understand the structure of the Alberta Education System.
KSA #3 - Teachers demonstrate that they understand the purposes of the Guide to Education and
programs of study for subject disciplines you teach.
KSA #4 - Teachers demonstrate that they understand subject disciplines you teach.
KSA #5 - Teachers demonstrate that they understand all students can learn, albeit at different rates
in different ways.
KSA #6 - Teachers demonstrate that they understand the purpose of short, medium and long-range
planning.
KSA #7 - Teachers demonstrate that they understand students’ need for physical, social, cultural and
psychological security.
KSA #8 - Establishes demonstrate that they understand the importance of respecting students’
human dignity.
KSA #9 - Teachers demonstrate that they understand there are many approaches to teaching and
learning.
KSA #10 - Teachers demonstrate that they understand the functions of traditional and electronic
teaching/learning technologies.
KSA #11 - Teachers demonstrate that they understand the purpose of student assessment.
KSA #12 – Teachers demonstrate that they understand the importance of engaging parents,
purposefully and meaningfully, in all aspects of teaching and learning.
KSA #13 – Teachers demonstrate that they understand that student learning is enhanced through
the use of home and community resources.
KSA #14 – Teachers demonstrate that they understand the importance of contributing,
independently and collegially, to the quality of your school.
KSA #15 - Teachers demonstrate that they understand the importance of career-long learning.
KSA #16 - Teachers demonstrate that they understand the importance of guiding your actions with a
personal, overall vision of the purpose of teaching.
KSA #17 – Teachers demonstrate that they understand they are required to achieve the Teaching
Quality Standard.
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TQS Connections
TQS connections that are made throughout this unit are noted as such, as it is the goal to reach the
teaching quality standards through every unit taught. (KSA #17) (TQS #1 & 6)
1. A teacher builds positive and productive relationships with students, parents/guardians,
peers and others in the school and local community to support student learning.
2. A teacher engages in career-long professional learning and ongoing critical reflection to
improve teaching and learning.
3. A teacher applies a current and comprehensive repertoire of effective planning,
instruction, and assessment practices to meet the learning needs of every students.
4. A teacher establishes, promotes and sustains inclusive learning environments where
diversity is embraces and every student is welcomed, cared for, respected and safe.
5. A teacher develops and applies foundational knowledge about First Nations, Metis and
Inuit for the benefit of all students.
A teacher demonstrates an understanding of and adherence to the legal frameworks and policies
that provide the foundations for the Alberta education system.
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PHONICS
Alberta Education Outcomes Reached

(KSA #2,3,4) (TQS #3)
English Language Arts GLO’s
1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
2 Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts.
3 Students will listen, speak, read, write, view and represent to manage ideas and information.
4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
English Language Arts SLO’S
1.1 Discover & explore
2.1 Use strategies & cues

2.2 Respond to texts
2.3 Understand forms, elements & techniques
2.4 Create original
3.1 Plan & focus

3.2 Select & process
3.3 Organize, record & evaluate
3.4 Share & review
4.1 Enhance & improve

4.2 Attend to conventions
4.3 Present & share
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Assessment Tool Overview

(KSA#9,11) (TQS #1, 3 & 4)
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Students will learn and demonstrate their

Jolly Phonics knowledge of the jolly phonics actions for
X X
actions each of the 42 letter sounds during letter
sound lessons
Students will learn and sing along to each of
the 42 letter sound songs during letter
Jolly Phonics songs X X
sound lessons and various other times
throughout the unit
Students will complete each worksheet

Jolly Phonics
within the Jolly Phonics student workbook X X X
worksheets
during the letter sound lessons
Students will write out each letter sound in

their journals. Eventually blending letter
sounds into words and then completing
Journals X X
sentence starters. Journals will be used
during alphabet lessons and various writing
lessons
Students will practice forming each of the 42
letter sounds through various techniques.
Letter formation X X X
Following the teacher in the air, on paper, in
sand, etc. during the alphabet lessons
Students will complete various literacy
centers to practice and prove their skills and
knowledge on the 42 letter sounds and 24
Literacy centers letters of the English language. Centers X X
could include hunt the sound, formation
practice, listening to/reading stories,
listening to Jolly Phonics songs, etc.
Students will complete various corners to
practice and prove their knowledge of the
Corners X X
42 letter sounds and 24 letters of the English
language during various review lessons.
Students will participate in daily “flashcard”
type review of previously learnt letters and
Flashcards sounds of the English language during X X
various review lessons. Will be randomized
so students can learn the individual letter
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sounds, not the sequence in which they are

taught.
Students will go through (self and teacher

led) various texts and find the different
Hunt the sounds X X
letter sounds learnt during various review
sessions and literacy corners
Students will complete worksheets from the

Phonics Book phonics text book during review lessons and
X X
Worksheets literacy centers
p.5-16 65-144
Students will color in a picture by figuring

Color by Letter
out the beginning letter sound of a word or X X
Sounds
smaller image
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Detailed Assessment
(KSA #9, 11) (TQS #1, 3 & 4)
Learning Formative Assessments
Outcomes Phonics Literacy Alphabet Review / Alphabet Line

Title Jolly Phonics Journals
Worksheets Centers Worksheets Flashcards
Formative Formative Formative
Type Formative Formative Formative
Summative Summative Summative Formative
1.1 Discover & Explore X

X X X X X X
2.1 Use Strategies &

Cues X X X X X X X
2.2 Respond to Texts

X X X X X
2.3 Understand Forms,

Elements & Techniques X X X X X X X
2.4 Create Original

X X X
3.1 Plan & Focus

X X X X
3.2 Select & Process X

X X X X X X
PHONICS
3.3 Organize, Record &

Evaluate X X X
3.4 Share & Review X

X X X X X X
4.1 Enhance &

Improve X X X X X X X
4.2 Attend to
Conventions X X X X X X X
4.3 Present & Share X

X X X X X X
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Resources
(KSA #10) (TQS #1, 3 & 4)
- Jolly Phonics teacher book, CD & student books

- Phonics workbook
- Paper
- Pencils
- Paint
- Markers
- Student Journals
- Alphabet books
- Story books
- Color by letter sound worksheets
- Whiteboards
- White board markers
- Smart board
- Camera
- Letter writing practice sheets
- Letter sound recognition sheets
- Beginning sound coloring sheets
- Letter tiles
- Letter coloring sheets
- Touch and feel letters
- Find the letter sheets
- Magnet letters
- Egg cartons with letters written inside
- Baking trays
- Alphabet sheets
- Story books
- Plastic covers
- Say it, build it, write it sheets
PHONICS
Daily Schedule
(KSA #6) (TQS # 3 & 4)
Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- LA LA LA LA 9:15-9:45
9:45 LA
9:45- MATH LA LA LA 9:45-10:15
10:15 LA
10:15- Recess Recess Recess Recess 10:15-10:45
10:30 MATH
10:30- MATH GYM GYM GYM 10:45-11:15
11:05 MATH
11:05- SCIENCE MATH MATH MATH 11:15-10:43
11:35 LUNCH
11:35- SCIENCE SCIENCE MATH SCIENCE 11:45-12:15
12:05 SCIENCE
12:05- Lunch Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess Recess 1:15
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- HEALTH RELIGION RELIGION SOCIAL
3:30
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PHONICS
Week 1 Calendar
SEPTEMBER 2-6 (KSA #6,9) (TQS #1, 3, 4 & 6)
Time MONDAY 2 TUESDAY 3 WEDNESDAY 4 THURSDAY 5 FRIDAY 6

8:44- LA LA LA 8:44-9:15
9:15 LA
9:15- Assisting with Assisting with Assisting with 9:15-9:45
9:45 Procedures Procedures Procedures Assisting with
Procedures
Procedures
10:15- Recess Recess Recess 10:15-10:45
10:30 Assisting with
Procedures
10:30- LABOUR DAY – GYM GYM GYM 10:45-11:15
11:05 NO SCHOOL Assisting with
Procedures
11:35 Procedures Procedures Procedures LUNCH
Procedures
12:05- Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess 1:15
2:20
2:20- RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- RELIGION RELIGION SOCIAL
3:30
2
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Week 2 Calendar

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Introduction /s/ /a/ /t/ 9:15-9:45
9:45 /i/
9:45- Review ‘s’ ‘a’ ‘t’ 9:45-10:15
10:15 Numbers ‘I’
10:30 Centers
10:30- Numbers GYM GYM GYM 10:45-11:15
11:05 Centers
11:05- Season Numbers Centers Counting Lions 11:15-10:43
11:35 Story LUNCH
11:35- 4 Seasons What season Centers Fall Brainstorm 11:45-12:15
12:05 now? Words Fall
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
3
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Week 3 Calendar

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Review & /p/ Review & Literacy /n/ 9:15-9:45
9:45 Practice Centers /ck/
9:45- Hand Pop-up ‘p’ Review & Literacy ‘n’ 9:45-10:15
10:15 book creation Centers ‘c’ & ‘k’
10:30 Color by Number
10:30- Worksheets GYM GYM GYM 10:45-11:15
11:05 Story/Buffer
11:05- Fall Nature Walk Whiteboards Centers Worksheets 11:15-10:43
11:35 LUNCH
11:35- Fall Artistic Fall Story/ Centers Animals in Fall 11:45-12:15
12:05 Documentation Humans in Fall Buffer
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
4
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Week 4 Calendar

8:44- LA LA LA
9:15
9:15- Review & /e/ /h/
9:45 Practice
9:45- Worksheets ‘e’ ‘h’
10:15
10:15- Recess Recess Recess
10:30
10:30- Worksheets/ GYM GYM
11:05 Whiteboard
11:05- Fall Walk Story Centers
Division Collab School PD Day
11:35
Day
11:35- Fall Journal Fall Assessment Centers
12:05 Entry
12:05- Lunch Lunch Lunch
12:45
12:47- SOCIAL SOCIAL SOCIAL/HEALTH
1:22
1:22- INTERVENTION INTERVENTION INTERVENTION
2:07
2:07- Recess Recess Recess
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE
2:50 TEAM
2:50- HEALTH RELIGION RELIGION
3:30
5
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Week 5 Calendar
SEPTEMBER 30 – OCTOBER 4 (KSA #6,9) (TQS #1, 3, 4 & 6)

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Writing Practice /r/ Review & Literacy /m/ & ‘m’ 9:15-9:45
9:45 Centers /g/ & ‘g’
9:45- Worksheets ‘r’ Literacy Centers /d/ & ‘d’ 9:45-10:15
10:15 /u/ & ‘u’
10:30 Centers
10:30- More or Less GYM GYM GYM 10:45-11:15
11:05 Centers
11:05- Examining Color by Number Centers Buffer 11:15-10:43
11:35 Leaves LUNCH
11:35- Brainstorm Fall Buffer Class Centers Colors/Color 11:45-12:15
12:05 Words Wheel Create a Color
Wheel
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
6
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Week 6 Calendar
OCTOBER 7 – 11 (KSA #6,9) (TQS #1, 3, 4 & 6) addition

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Review /l/ & ‘l’ /b/ & ‘b’ /ai/ & ‘a’ & ‘i’ 9:15-9:45
9:45 Review &
9:45- 1+x /f/ & ‘f’ /ai/ & ‘a’ & ‘i’ /j/ & ‘j’ 9:45-10:15
10:15 Literacy Centers
10:30 Centers
10:30- X+1 GYM GYM GYM 10:45-11:15
11:05 Centers
11:05- Primary Colors MATH 2+x MATH 11:15-10:43
11:35 LUNCH
11:35- Secondary Sorting Colors X+2 Light & Colors 11:45-12:15
12:05 Colors Seeing Colors
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
7
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Week 7 Calendar
OCTOBER 14-18 (KSA #6,9) (TQS #1, 3, 4 & 6)

8:44- LA LA LA 8:44-9:15
9:15 LA
9:15- /oa/ /ie/ /ee/ 9:15-9:45
9:45 /or/
9:45- ‘o’ & ‘a’ ‘i’ & ‘e’ ‘e’ 9:45-10:15
10:15 ‘o’ & ‘r’
10:15- Recess Recess Recess 10:15-10:45
10:30 MATH
10:30- GYM GYM GYM 10:45-11:15
11:05 MATH
11:05- MATH MATH MATH 11:15-10:43
THANKSGIVING
11:35 LUNCH
DAY – NO
11:35- SCIENCE MATH SCIENCE 11:45-12:15
SCHOOL
12:05 SCIENCE
12:05- Lunch Lunch Lunch 12:15-12:45
12:45 GYM
12:47- SOCIAL SOCIAL/HEALTH MUSIC / PREP 12:45-1:15
1:22 ART
1:22- INTERVENTION INTERVENTION LEARNING
2:07 TEAM
2:07- Recess Recess Recess 1:15
2:20
2:20- RELIGION COLLABORATIVE RELIGION EARLY
2:50 TEAM DISMISSAL
2:50- RELIGION RELIGION SOCIAL
3:30
8
PHONICS
Week 8 Calendar
OCTOBER 21-25 (KSA #6,9) (TQS #1, 3, 4 & 6)

8:44- LA LA LA LA
9:15
9:15- /z/ & ‘z’ /w/ & ‘w’ /ng/ /v/ & ‘v’
9:45
9:45- MATH Writing Practice ‘ng’ /y/ & ‘y’
10:15
10:15- Recess Recess Recess Recess
10:30
10:30- MATH GYM GYM GYM
11:05
11:05- SCIENCE MATH MATH MATH
SCHOOL PD DAY
11:35
11:35- SCIENCE SCIENCE MATH SCIENCE
12:05
12:05- Lunch Lunch Lunch Lunch
12:45
12:47- SOCIAL SOCIAL SOCIAL/HEALTH MUSIC / PREP
1:22
2:07 TEAM
2:07- Recess Recess Recess Recess
2:20
2:20- MUSIC / PREP RELIGION COLLABORATIVE RELIGION
2:50 TEAM
3:30
9
PHONICS
Week 9 Calendar
OCTOBER 28 – NOVEMBER 1 (KSA #6,9) (TQS #1, 3, 4 & 6)

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- /x/ & ‘x’ /oo/ Review & Literacy /ch/ 9:15-9:45
9:45 Centers /sh/
9:45- MATH ‘o’ Review & Literacy ‘o’ & ‘r’ 9:45-10:15
10:15 Centers ‘z’
10:30 MATH
10:30- MATH GYM GYM GYM 10:45-11:15
11:05 MATH
11:35 LUNCH
12:05 SCIENCE
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
10
PHONICS
Week 10 Calendar
NOVEMBER 4 – 8 (KSA #6,9) (TQS #1, 3, 4 & 6)

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Review & /th/ /qu/ /ou/ 9:15-9:45
9:45 Practice Writing Practice
9:45- MATH ‘t’ & ‘h’ ‘q’ & ‘u’ ‘o’ & ‘u’ 9:45-10:15
10:15 Writing Practice
10:30 MATH
10:30- MATH GYM GYM GYM 10:45-11:15
11:05 MATH
11:35 LUNCH
12:05 SCIENCE
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
11
PHONICS
Week 11 Calendar
NOVEMBER 11- 15 (KSA #6,9) (TQS #1, 3, 4 & 6)

8:44- LA LA LA LA 8:44-9:15
9:15 LA
9:15- Review & /oi/ /ue/ /er/ 9:15-9:45
9:45 Practice /ar/
9:45- MATH ‘o’ & ‘i’ ‘u’ & ‘e’ ‘e’ & ‘r’ 9:45-10:15
10:15 ‘a’ & ‘r’
10:30 MATH
10:30- MATH GYM GYM GYM 10:45-11:15
11:05 MATH
11:35 LUNCH
12:05 SCIENCE
12:45 GYM
1:22 ART
2:07 TEAM
2:20
2:50 TEAM DISMISSAL
3:30
12
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Daily Lessons
(KSA #6) (TQS #1, 3, 4 & 6)
Class 1 – September 9
Introduction 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: review student’s letter & writing abilities previously established
Resources: paper, pencils, paint
Activity: ask students who can write their names, assist them write their names on a sheet of paper. Students
can use paint to go over their names with.
Assessment: Formative Assessment: Observation & discussion with students to observe letter formation
skills previously established.
Letter Sound /s/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce letter sound /s/ to students using Jolly Phonics Daily Guidance Plans and student books.
Resources: Jolly Phonics student books, teacher book and CD
Activity: Read students letter sound /s/ story, teach students letter sound action, listen to letter sound song
and have students practice the letter sound aloud. Practice letter sound formation in the air, on the desk and
then on their student work sheets. Have student’s complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Letter ‘s’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘s’ in the alphabet
Resources: Jolly Phonics teacher book, alphabet book, student journals
Activity: Read students ‘s’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics /s/ song in the background. If there is extra time, provide students
with a copy of /s/ or ‘s’ stories to circle the letter/letter sound throughout.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
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Letter Sound /a/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound /s/. Introduce letter sound /a/ to students using Jolly Phonics Daily Guidance
Plans and student books.
Activity: Have students make letter sound /a/ sound and hand symbol. Read students letter sound /a/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Letter ‘a’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘a’ in the alphabet
Activity: Read students ‘a’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics /a/ song in the background. If there is extra time, provide students
with a copy of /a/ or ‘a’ story to circle the letter/letter sound throughout.
Letter sound /t/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound /s/ & /a/. Introduce letter sound /t/ to students using Jolly Phonics Daily
Guidance Plans and student books.
Activity: Have students make letter sound /t/ sound and hand symbol. Read students letter sound /t/ story,
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PHONICS
Letter ‘t’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘t’ in the alphabet
Activity: Read students ‘t’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics songs previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters story to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Letter sound /i/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound /s/, /a/ & /t/. Introduce letter sound /i/ to students using Jolly Phonics Daily
Activity: Have students make letter sound /i/ sound and hand symbol. Read students letter sound /i/ story,
Letter ‘i’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘I’ in the alphabet
Activity: Read students ‘i’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra
time, provide students with a copy of previously learnt letters story to circle the letter/letter sound throughout or
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PHONICS
Review/Practice 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds, and letters previously learnt in depth. /s/ /a/ /t/ /i/
Resources: whiteboards, markers and smart board
Activity: go over the letters previously learnt by writing them on board and making the sound as a class.
Teacher will make mention of various letters, letter sounds and/or draw letters and students will respond
aloud or on whiteboard. (say letter-make sound, say letter-write letter, write letter-make sound, draw letter-
write letter, make sound-write letter, make sound-say letter)
Assessment: Formative: Observation of and discussion with students surrounding questions/answers to gage
students understanding.
Letter sound /p/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound previously learnt. Introduce letter sound /p/ to students using Jolly Phonics Daily
Activity: Have students make letter sound /p/ sound and hand symbol. Read students letter sound /p/ story,
Letter ‘p’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘p’ in the alphabet
Activity: Read students ‘p’ story from alphabet book. Have them color in the picture, glue in journals and
16
PHONICS
Review & 30 minutes
Literacy Centers SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/
Resources: phonics books, letter writing practice sheets, letter tiles, white boards, white board markers,
letter coloring sheets, touch and feel letters & find the letter worksheets
Activity: Ask students what letter sounds previously learnt. Literacy centers will rotate every 10 minutes
through 6 centers.
Centers: phonics books – letter writing practice sheets – letter tile & white board writing practice – letter
coloring sheets- touch and feel letters – find the letter worksheets
Assessment: Formative: observation of and discussion with students throughout centers
Literacy Centers 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ (same as lesson directly prior)
Resources: phonics books, letter writing practice sheets, letter tiles, white boards, white board markers,
letter coloring sheets, touch and feel letters & find the letter worksheets
Activity: Ask students what letter sounds previously learnt. Literacy centers will rotate every 10 minutes
through 6 centers.
Centers: phonics books – letter writing practice sheets – letter tile & white board writing practice – letter
coloring sheets- touch and feel letters – find the letter worksheets
Letter sound /n/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /n/ to students using Jolly Phonics
Daily Guidance Plans and student books.
Activity: Have students make letter sound /n/ sound and hand symbol. Read students letter sound /n/ story,
Letter ‘n’ 30 minutes
17
PHONICS
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘n’ in the alphabet
Activity: Read students ‘n’ story from alphabet book. Have them color in the picture, glue in journals and
Letter sound /ck/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /ck/ to students using Jolly Phonics
Activity: Have students make letter sound /ck/ sound and hand symbol. Read students letter sound /ck/
story, teach students letter sound action, listen to letter sound song and have students practice the letter sound
aloud. Practice letter sound formation in the air, on the desk and then on their student work sheets. Have
student’s complete student book for letter sound.
Letter ‘c’ & ‘k’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letters ‘c’ & ‘k’ in the alphabet
Activity: Read students ‘c’ & ‘k’ stories from alphabet book. Have them color in the pictures, glue in journals
and practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
18
PHONICS
Review & Practice 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2

Lesson: Review letters and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/
Letter sound /e/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /e/ to students using Jolly Phonics
Activity: Have students make letter sound /e/ sound and hand symbol. Read students letter sound /e/ story,
Letter ‘e’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘e’ in the alphabet
Activity: Read students ‘e’ story from alphabet book. Have them color in the pictures, glue in journals and
practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
19
PHONICS
Letter sound /h/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /h/ to students using Jolly Phonics
Activity: Have students make letter sound /h/ sound and hand symbol. Read students letter sound /h/ story,
Letter ‘h’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘h’ in the alphabet
Activity: Read students ‘h’ story from alphabet book. Have them color in the pictures, glue in journals and
Writing Practice 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Practice writing words including letters and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/
/e/ /h/
Resources: smart board, writing practice sheets, pencils
Activity: students will write each letter on the sheets, with teacher exampling on the board
Assessment: Formative & Summative: will show teacher who needs help with which letters still and how well
letter formation is being grasped by students
Class 19 – October 1
Letter sound /r/ 30 minutes
20
PHONICS
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /r/ to students using Jolly Phonics
Activity: Have students make letter sound /r/ sound and hand symbol. Read students letter sound /r/ story,
Letter ‘r’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘r’ in the alphabet
Activity: Read students ‘r’ story from alphabet book. Have them color in the pictures, glue in journals and
Review & 30 minutes
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/
Resources: letter tiles, white boards, whiteboard markers, letter sound recognition sheets, egg cartons, letter
tiles, beginning sounds coloring sheets, magnet letters, baking tray, phonics books
Activity: Ask students what letters previously learnt. Literacy centers will rotate every 10 minutes through 6
centers.
Centers: letter tiles & whiteboard writing practice, letter sound recognition sheets, matching alphabet letters
game, beginning sounds coloring sheets, alphabet magnet practice & phonics books
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
21
PHONICS
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ (same as lesson
directly prior)
Resources: letter tiles, white boards, whiteboard markers, letter sound recognition sheets, egg cartons, letter
tiles, beginning sounds coloring sheets, magnet letters, baking tray, phonics books
centers.
Centers: letter tiles & whiteboard writing practice, letter sound recognition sheets, matching alphabet letters
game, beginning sounds coloring sheets, alphabet magnet practice & phonics books
Letter sound & 30 minutes
Letter /m/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /m/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘m’ in the alphabet
Activity: Have students make letter sound /m/ sound and hand symbol. Read students letter sound /m/
story, teach students letter sound action, listen to letter sound song and have students practice the letter sound
aloud. Practice letter sound formation in the air, on the desk and then on their student work sheets. Have
student’s complete student book for letter sound.
Read students ‘m’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Letter /d/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /d/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘d’ in the alphabet
Activity: Have students make letter sound /d/ sound and hand symbol. Read students letter sound /d/ story,
22
PHONICS
Read students ‘d’ story from alphabet book. Have them color in the pictures, glue in journals and practice
Letter /g/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /g/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘g’ in the alphabet
Activity: Have students make letter sound /g/ sound and hand symbol. Read students letter sound /g/ story,
Read students ‘g’ story from alphabet book. Have them color in the pictures, glue in journals and practice
Letter /u/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /u/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘u’ in the alphabet
23
PHONICS
Activity: Have students make letter sound /u/ sound and hand symbol. Read students letter sound /u/ story,
complete student book for letter sound
Read students ‘u’ story from alphabet book. Have them color in the pictures, glue in journals and practice
Review 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ /m/ /g/ /d/ /u/
Letter /i/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /i/ to students using Jolly Phonics Daily
Guidance Plans and student books. Introduce the letter ‘i’ in the alphabet
Activity: Have students make letter sound /i/ sound and hand symbol. Read students letter sound /i/ story,
Read students ‘i’ story from alphabet book. Have them color in the pictures, glue in journals and practice
24
PHONICS
Letter /f/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /f/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘f’ in the alphabet
Activity: Have students make letter sound /f/ sound and hand symbol. Read students letter sound /f/ story,
Read students ‘f’ story from alphabet book. Have them color in the pictures, glue in journals and practice
Letter /b/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /b/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘b’ in the alphabet
Activity: Have students make letter sound /b/ sound and hand symbol. Read students letter sound /b/ story,
25
PHONICS
Read students ‘b’ story from alphabet book. Have them color in the pictures, glue in journals and practice
Letter /ai/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
‘a’ & ‘I’
Lesson: Review letter sounds previously learnt. Introduce letter sound /ai/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘a’ & ‘i’ in the alphabet
Activity: Have students make letter sound /ai/ sound and hand symbol. Read students letter sound /ai/ story,
Read students ‘a’ & ‘i’ stories from alphabet book. Have them color in the pictures, glue in journals and
Letter /ai/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
‘a’ & ‘I’
Lesson: Review letter sounds previously learnt. Introduce letter sound /ai/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘a’ & ‘i’ in the alphabet
Activity: Have students make letter sound /ai/ sound and hand symbol. Read students letter sound /ai/ story,
26
PHONICS
Read students ‘a’ & ‘i’ stories from alphabet book. Have them color in the pictures, glue in journals and
Letter /j/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /j/ to students using Jolly Phonics Daily
Guidance Plans and student books. Introduce the letter ‘j’ in the alphabet
Activity: Have students make letter sound /j/ sound and hand symbol. Read students letter sound /j/ story,
Read students ‘j’ story from alphabet book. Have them color in the pictures, glue in journals and practice
Review & 30 minutes
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ /m/ /d/ /g/ /u/
/i/ /f/ /b/ /ai/ /j/
Resources: phonics books, story books, say it… sheets in plastic covers, letter tiles, alphabet worksheets, find
the letter sheets, letter sound recognition sheets
27
PHONICS
centers.
Centers: phonics books – story books – say it, build it, write it – alphabet worksheets – find the letter – letter
sound recognition sheets
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ /m/ /d/ /g/ /u/
/i/ /f/ /b/ /ai/ /j/ (same as lesson directly prior)
Resources: phonics books, story books, say it… sheets in plastic covers, letter tiles, alphabet worksheets, find
the letter sheets, letter sound recognition sheets
centers.
Centers: phonics books – story books – say it, build it, write it – alphabet worksheets – find the letter – letter
sound recognition sheets
28

Phonics Unit Plan

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PHONICS

FLVT Grade 1 – Fall 2019

KSA CONNECTIONS ......................................................................................................................................... 5

TQS CONNECTIONS ......................................................................................................................................... 6

ALBERTA EDUCATION OUTCOMES REACHED .................................................................................................. 7

ASSESSMENT TOOL OVERVIEW ....................................................................................................................... 8

DETAILED ASSESSMENT ................................................................................................................................ 10

DAILY SCHEDULE ............................................................................................................................................. 1

WEEK 10 CALENDAR ...................................................................................................................................... 11

WEEK 11 CALENDAR ...................................................................................................................................... 12

DAILY LESSONS ............................................................................................................................................. 13

Unit Plan Overview & Rationale

1. A teacher builds positive and productive relationships with students, parents/guardians,

2. A teacher engages in career-long professional learning and ongoing critical reflection to

improve teaching and learning.

3. A teacher applies a current and comprehensive repertoire of effective planning,

4. A teacher establishes, promotes and sustains inclusive learning environments where

Inuit for the benefit of all students.

that provide the foundations for the Alberta education system.

Alberta Education Outcomes Reached

English Language Arts GLO’s

English Language Arts SLO’S

1.1 Discover & explore

2.1 Use strategies & cues

3.1 Plan & focus

4.1 Enhance & improve

Assessment Tool Overview

Students will learn and demonstrate their

Students will complete each worksheet

Students will write out each letter sound in

sounds, not the sequence in which they are

Students will go through (self and teacher

Students will complete worksheets from the

Students will color in a picture by figuring

Outcomes Phonics Literacy Alphabet Review / Alphabet Line

1.1 Discover & Explore X

2.1 Use Strategies &

2.2 Respond to Texts

2.3 Understand Forms,

2.4 Create Original

3.1 Plan & Focus

3.2 Select & Process X

3.3 Organize, Record &

3.4 Share & Review X

4.1 Enhance &

4.3 Present & Share X

- Jolly Phonics teacher book, CD & student books

Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Time MONDAY 2 TUESDAY 3 WEDNESDAY 4 THURSDAY 5 FRIDAY 6

Time MONDAY 9 TUESDAY 10 WEDNESDAY 11 THURSDAY 12 FRIDAY 13

Time MONDAY 16 TUESDAY 17 WEDNESDAY 18 THURSDAY 19 FRIDAY 20

Time MONDAY 23 TUESDAY 24 WEDNESDAY 25 THURSDAY 26 FRIDAY 27

Time MONDAY 30 TUESDAY 1 WEDNESDAY 2 THURSDAY 3 FRIDAY 4

Time MONDAY 7 TUESDAY 8 WEDNESDAY 9 THURSDAY 10 FRIDAY 11

Time MONDAY 14 TUESDAY 15 WEDNESDAY 16 THURSDAY 17 FRIDAY 18

Time MONDAY 21 TUESDAY 22 WEDNESDAY 23 THURSDAY 24 FRIDAY 25

Time MONDAY 28 TUESDAY 29 WEDNESDAY 30 THURSDAY 31 FRIDAY 1

Time MONDAY 4 TUESDAY 5 WEDNESDAY 6 THURSDAY 7 FRIDAY 8

Time MONDAY 11 TUESDAY 12 WEDNESDAY 13 THURSDAY 14 FRIDAY 15

Resources: paper, pencils, paint

Resources: Jolly Phonics student books, teacher book and CD

Resources: Jolly Phonics teacher book, alphabet book, student journals

Resources: Jolly Phonics student books, teacher book and CD