Unit Plan Revised

First Grade Literacy
(Spelling, Phonics, Reading)
Jared Wright
EDR 685
11/10/19
Unit Introduction
Topic for Unit Plan: Literacy (spelling/reading/phonics)
Grade Level: First Grade
Standards: CCSS.ELA-LITERACY.L.1.2.D, CCSS.ELA-LITERACY.RF.1.2.B,

CCSS.ELA-LITERACY.RF.1.3.B, CCSS.ELA-LITERACY.RF.1.3.E, CCSS.ELA-
LITERACY.RF.1.3.G, CCSS.ELA-LITERACY.RF.1.4.B, CCSS.ELA-LITERACY.L.1.5.C
Description:
The unit will begin with a concept video and an overview of the concepts that
will be learned throughout the week. These concepts will be displayed to
students on the poster board in front of the classroom. The students will be
given a pre-assessment for their spelling words. Day 5 of the unit is intended
to be a cumulative lesson and will be the day in which the students take all
three final assessments and be used for evaluating the students. In this unit
any handed out paper will be used to assess how the students are receiving
the lesson. Present but detached from the initial lesson will be the leveled
reading books students will receive on day 1. There are three levels that are,
on level, below level, and above level. Throughout the week I will be meeting
with each group to assess how well they are reading their books. The below
level students will be met with twice.
All the material used for this unit was found in the teacher manual of Reading
Street Grade 1. I have adapted the material the best I could for this unit
plan yet stayed within the guidelines that is required by my school’s
curriculum.
Time needed for unit: The unit has five lesson and will take as many days to
complete. If a snow day falls on one of these five days, the unit will continue
the next day of school.
Lesson Introduction: To Literacy of the Week
Subject Area: Literacy (Reading and Phonics)
I. Standard:
What is the district’s curriculum/grade-level guideline(s).
The standards that will be present in this lesson are as follows:

CCSS.ELA-LITERACY.L.1.2.D
Use conventional spelling for words with common spelling patterns and
for frequently occurring irregular words.
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
Decode regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.1.3.E
Decode two-syllable words following basic patterns by breaking the
words into syllables.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.
Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note
places at home that are cozy).
II. Objective/Benchmark:
What am I going to teach? What will the students be able to do at the end of the
lesson? How will it be measured/observed?
I can blend words that end in nk.
I can blend words that end in ng.
I can change the onset of a nk word to form a new word.
I can change the onset of a ng word to form a new word.
I can spell a word when I hear it.
III. Anticipatory Set:

How will I get the students motivated, interested, and/or focused?
What prior knowledge is necessary? What practice will be implemented?
The anticipatory set in this lesson will the concept video that students will watch
on day one. This video highlights the key concepts that will be introduced to the
students during the week. The video also talks about what the students will
encounter during writing and asks the students the question of the week which will
be tied to the lesson.
IV. Input:
Task Analysis: (what information do the students need?)
The lesson will begin at the carpet once the students have completed calendar
time.
Since this is an introductory lesson, the students will be instructed on the key
concepts that will be viewed throughout the week. This will come during the
anticipatory set but will also come as the teacher fills out the poster board with
definitions of key concepts. The teacher will review the “Amazing Words” that
students will come to know. Student collaboration will be used to define the words.
If not a single student in the classroom knows what a word means, then the
teacher will define it in a child appropriate language. We next move to the concept
video that defines these key concepts again for students to hear (anticipatory
set).
Once the concept video is complete the teacher will present the high frequency
words that the students will know. The teacher will ask students to pause and
read the word in their head for 3 seconds first. Once the 3 seconds has finished,
the students will say the word once in unison.
The teacher next moves onto the phonic patterns for the week. This week the
patterns are nk and ng. The teacher will preview through these patterns by
displaying a word on the board for each. For instance, the teacher will display
“sang” for ng and “bank” for nk. The teacher will blend the word correctly with
the students (s-a-ng and b-a-nk).
The children will complete a quick exercise on the constant patterns of ng and nk.
The students will change the words: think, bring, thing, honk, spring. The teacher
will call on a single student to change the onset of the word. The students will
first blend the beginning word, change the onset to teacher prompt, blend the new
word, then say and repeat the new word.
The students will return to their seats and complete their first paper job. This
paper job is a formative assessment to see how well the students understood the
constant patterns of nk and ng. The worksheet will also assess how well received
the high-frequency words were to the students. Both Mrs. Lanenga and I will go
around the room checking students’ work for correctness and completeness. If
students need more assistance, this will be the time that they get a one on one
instruction with the teacher to help alleviate any misconceptions. As students
complete both sides of the handout the will be instructed to color the pictures on
the pages, to give other students more time.
After the formative assessment is complete students will clear their workspaces
and get ready for the pre-spelling test. The pre-spelling test is the formative
assessment of the unit. The words will be repeated twice, used in a sentence, then
repeated twice again. Once the test is complete the teacher will ask if students
need a word repeated. The test will be corrected, have a copy of the spelling
words stapled to it, and then handed back to the students to review at home.
Detached from the lesson is a section were students will be reading their leveled
reading books during reading group time. The students will get these books on day
one and be allowed to preview through them. The leveled reading books focus on
the phonic concept that is to be learned during the week.
Amazing words:
Attempt event time line famous flatter
Correct lovely common
High-Frequency words:
Any enough ever every own
Sure were
Spelling words:
Bring trunk pink bank sang
Wing rink blank rang sung
Thinking Levels: (write specific questions)
Knowledge: What sound does the nk and ng letters make when partnered up?
Comprehension: How can you change a word yet keep the nk and ng ending sounds?
Application: What is the difference between the ng in sing and the ng in working?
Learning Styles and/or Accommodations: (remediation, extensions, differentiating

curriculum)
The “amazing words” in the lesson are to be the extension. The lesson will also be
extended to students that have gotten all of their words right on the pre-spelling
test. These students will get a separate spelling sheet that has ten new words on
them. The students will need to practice these words because they will be used in
their final spelling test on day 5.
To differentiate the material for students, each reading group will receive their
own leveled reading book. These books focus on the phonetic endings of nk and ng.
Method and Materials:
Pencils
Worksheets
Doc Cam
Access to online copy of Reading Street (for videos and stories)
Tack Board
Leveled Reading Books
V. Modeling:
Show as well as tell. How to do as well as what to do.
This phase will be implemented into the Guided Practice phase.
VI. Checking for Understanding:

Write some sample questions.
It will be important throughout the lesson to prompt student thinking. This is seen
during student collaboration and one on one sessions with students. Since every
student is different these probing questions will be created on the fly.
What sound does nk make?
What sound does ng make?
What is this sight word? (use the list and complete with each sight word)
What does this amazing word mean? (use the list and complete with each amazing
word
VII. Guided Practice:

Sometimes guided practice and modeling are intertwined.
The guided practice portion will come when students blend words that have nk and
ng endings. Students will also practice changing the onset of these words to form
a new word. Guided practice also comes when the teacher reviews the students
high-frequency words. The students will blend these words in their head then say
it as a class. Another form of guided practice comes when the teacher asks
students to define the “amazing words” in a sentence.
VIII. Independent Practice:

Not always necessary.
The independent practice for this lesson will be the worksheets and pre-spelling
test that students will complete. These papers will mark how well students are
receiving the lesson. Adjustments to future lessons will be made after the teacher
reflects on the answers given on the worksheets.
IX. Closure
How will I wrap up the lesson for the students?
The lesson will come to a close with the students completing their pre-spelling test.
The teacher will collect student worksheets and spelling test to review how
students are receiving the lesson.
X. Assessment/Reflection
What is my overall reflection/evaluation of this completed lesson?
Did I meet my teaching objective?
How well did the students perform? What evidence provides this information?
To assess students on how well the lesson went, both myself and Mrs. Lanenga will
walk around the tables checking student work for correctness and completeness.
Students that need extra assistance will be helped as both teachers walk around
the room.
To assess how well students are doing the worksheets that the have completed will
be reviewed. The intention of these worksheets is too work as both an exit ticket
and give students individual practice time. Based on the outcome of these
worksheets, the future lessons will be accommodated to provide for either a
stronger understanding on topics that students seem to struggle with, or an
enhancing feature for students who grasp the topics better than expected. The
pre-spelling test will also be used to assess the students phonetic awareness.
Lesson: Day 2
I. Standard:
The standards that will be covered during this lesson are as follows:

I can read correct words aloud when prompted by the teacher.

The anticipatory set that will kick of the lesson will be a fun sing-along that
features the students “Amazing Words” for the week. The song will be played
twice during this lesson. The lyrics are on display for the children and are
highlighted as the song progresses.
A brown bag activity will be used as an anticipatory set in this lesson. I will have a
brown bag that has objects that have the ng ending sound. Items in this bag are as
follows: a picture of a ring, a picture of a lung, a picture of a song, and others.
Student will be given the what sound all the items have in common. The idea for
this activity was inspired by a product on the Teachers Pay Teachers website.
After the brown bag activity the students will watch the short video that deals
with the ng ending sound. The video has students practicing blending words that
have the ng ending sound. The video can be found at the following website:
https://www.youtube.com/watch?v=Nrjb0rIer5M
Prior knowledge that is need for the lesson is letter recognition. Phonemic
awareness on prior letter/letter combinations will also be needed for this lesson.
The practices that will be viewed are having the students engaged with the sing-
along and to make sure that student participation is at 100%
IV. Input:
The lesson will begin with the students at the carpet. We will review our two of
our “amazing words” today. The teacher will call on a student to define the word in
their own meaning. If a student cannot, the teacher will ask if they want to phone
a friend in which, they can all on another student. The two words that will be
reviewed are (event and attempt). Students will need to know what exact phonics
concept that we are to learn in the lesson so that they can begin to master it. To
help in this task students will be shown a picture from the teacher manual. The
students will play an eye spy game to find items in the picture that has the ng
ending sound. Students may point to words or actions that have the ng ending.
Once students point to an object the teacher will circle said object if it has the ng
ending. Students will also listen to their song of the week that has many of the
amazing words within the lyrics.
Students will be introduced to the story Ruby in Her Own Time. The teacher will
read this story to the students. This story contains nearly all of the students’
sight words for the week. The teacher will read a line, pause having students
reread in their head, then have the students read a line with the teacher in unison.
For a heads up this story will be used in the writing lesson of the week.
Students will again practice their spelling words with the teacher. These spelling
words have the nk and ng ending so they align well with the phonics portion of the
lesson. The way that this will be done is the teacher will say the word and ask the
students to change the onset or the rime to the opposite phonetic sound (ie think
change nk to ng to get thing).
Students will return to their seats to complete their first paper job of the day.
This paper job has students working their spelling words that end with nk and ng.
Once the students are finished with the front of the worksheet, they will practice
their spelling words on the back. The first three students that have written each
spelling word three times and have neat handwriting will display their work on the
Doc Cam. This action gives the students the incentive to put forth their best work
and gives them the opportunity to use technology to display their work. Students
that have passed the pre-spelling test with an 80% or better will be allowed to
practice their “challenge words” on a Chromebook. The will open a new document
and type each of their challenge words three times. Since our classroom does not
have a one to one ratio with technological devices per student, the first five
students will be able to practice their challenge words on a Chromebook. This
action gives students the incentive to do their best and gives them the opportunity
to use technology. Mrs. Lanenga and I will come around to check that the
completed and correct. This work sheet will be the exit ticket of the lesson and
will mark the lesson’s conclusion.
Once the students are finished with the work sheet

curriculum)
Extensions to the lesson come with the separate spelling list for students that get
all words right on their spelling test. To differentiate the lesson each student will
be given a leveled reading book during their reading group time. The levels to
these books are: on level, above level, and below level. During this time the teacher
will meet with one of the three groups to have each student read the story.
Pencils
Worksheets
Doc Cam
V. Modeling:
Will be seen in the guided practice phase of the lesson.
XI. Checking for Understanding:

If we change the nk in think to ng what word do we get?

If we change the ng in sing to nk what word do we get?
If we change the ng in bang to nk what word do we get?
If we change the nk in wink to ng what word do we get?
XII. Guided Practice:

The guided practice in this lesson will happen throughout. The first instance that
guided practice will happen is as we read the story of the week. The teacher will
read a line and ask the students to pause then read the line in unison.
XIII. Independent Practice:

Independent practice will come in two folds. The first part in independent
practice will come when student complete the worksheets that they are given.
Again, the intention of these worksheets is to build upon student understanding
and to give students the opportunity to practice on the skills being taught in the
lesson. The independent practice phase will follow the guided practice/modeling
phase of the lesson.
The second phase of independent practice will come during a one-on-one reading
session where students will read their leveled reading book to the teacher. This
session will come later in the day and will occur once the entire book has been read
in their groups. This phase is detached from the lesson and will come later in the
day.
In both folds of the independent practice students will be given assistance if

needed.
XIV. Closure
The lesson will come to a close with myself and Mrs. Lanenga checking on students
work for correctness and completeness. If students need further assistance they
will be given it during this time. Another ascpect of the lesson will be introduced,
later in the day during reading group time. This will be a common feature of this
unit. Students will be meet each day of the week to assess on how well they have
obtained the lesson during this time.
XV. Assessment/Reflection
The students will be assessed later in the day during reading group time. Students
in the on level, slightly under level, and below level will be given a “leveled reading”
book which they will read aloud twice. Once will be in a group setting where each
student will be given the opportunity to read one page aloud to the group. The
second opportunity will come when each student reads the entire story to the
teacher. Based on how well the students a reading appropriate help will be given
to those that need it. The leveled reading time will also be used to tweak
instruction in prior lessons if a misconception is shared among the students. The
leveled reading books accompanied with student worksheets, will gage how well I
meet my teaching objectives and will be the evidence provide for this information.
Reflections will come once the lesson has been completed.
Lesson: Day 3
Subject Area: Literacy (reading/phonics)
I. Standard:
The standards that will be seen in this lesson are as follows:

I can blend words that have a constanent pattern ending.

As in day 2 the students will be using a picture to play an “Eye Spy” game for the
sound nk. Students will be called upon to point to an aspect of the picture that
shows the nk sound. Students may point to objects or actions that have the nk
ending sound.
Another anticipatory set that can be found in this lesson is the brown bag activity.
In this activity I will have items in the bag that have the nk ending sound. Some
items that will be in the bag are as follows: a picture of a sink, an object that is
pink, a picture of a bank, and object that children think will stink. The students
will be given the chance to guess what all the objects have in common.
After the brown bag activity students will watch a short video on the consonants
blend nk. The video can be found at the following web address
https://www.youtube.com/watch?v=fNAAv2g1Osc.
Students will also get the opportunity to view their sing along again. During this
playing of the sing along students will have the words shown for one playing. To
make the sing along a little more challenging, students will not be given the words
for the second playing of the song.
IV. Input:
The lesson will begin with students having a seat at the carpet. The students will
first listen to their song of the week. The students will review two of their
amazing words. The teacher will call on a student to define one of the amazing
words into their own terms. The two words that will be re time line and famous.
Once the song has been played twice the students play the eye spy game and
search for words that end with the nk sound. These items can be things or actions
the only stipulation is that they must have the nk sound at the end.
Once the eye spy game is complete students will get another chance to read their
story of the week. During this reading the teacher will not be reading the
passages to the students. Instead, the teacher will ask the students to read the
page to themselves at first. The teacher will then ask the students to read the
page in unison.
Once the reading has been completed the students will begin an activity that helps
them with with words that end with a constant pattern. In this activity the
teacher will have a sheet and display a line at a time. Students will first be asked
to read these words in their head before saying them aloud. The words are: wing,
sink, stung, chunk, bath, fish, such, math, crash, thank, fresh, which. Once
completed the students will begin their first job of the day. This paper job has
students working with their high-frequency words and spelling words. This work
sheet will work as an exit ticket that will be used to assess the students. The exit
ticket also marks the end of the lesson.

curriculum)
The extension to the lesson will come with the students separate spelling sheet. This sheet is given
to students that got a 100% on the pre-spelling test. The students will be allowed to read their
leveled reading book during reading group time. These leveled reading books will be used to
differentiate the lesson. The reading group time is detached from the lesson and will occur later
in the day. The teacher will meet with one of the two groups that he did not meet with on day 2.
Pencils
Worksheets
Doc Cam
Tack Board
V. Modeling:
The modeling phase will be intertwined with the guided practice phase.
XVI. Checking for Understanding:

What are some words that end with nk?

What are some words that end with ng?
If you change the nk in pink to ng what word do you get?
What does the letters nk sound like at the end of a word?
What does the letters ng sound like at the end of a word?
XVII. Guided Practice:

Guided practice will come with students picking out items in the picture that have
the nk ending sound. Guided practice will also happen when students reread their
story of the week as a class out loud. The last instance that guided practice will
occur is having students read in their head then out load selected words that have
constanent pattern endings.
XVIII. Independent Practice:

Students will work individually to complete the handouts the are given after carpet
time. The handouts have students practicing their high-frequency words and their
spelling words. The first three students to complete their work with neat
handwriting will be given the opportunity to display their work on the Doc Cam.
Each student will be praised on the completeness and correctness of their work.
It is my hope that the students will be engaged and practice neat handwriting, in
hopes of receiving the reward of displaying their work on the Doc Cam. Students
that are known to have mess handwriting, yet they put forth their best effort in
trying to have neat handwriting will also be given the opportunity to display their
work on the Doc Cam. Students that are on the challenge words for their spelling
test will be given the opportunity to practice typing their challenge words on a
Chromebook. The first five students that have completed the worksheet correctly
and are on the challenge list will be given this opportunity.
XIX. Closure
The lesson will come to a close with students completing their handouts given to
them after carpet time. Once completed the teacher will collect the worksheets
and review for any common misconceptions that my occur. If only a few students
seem to struggle with a topic, the teacher will pull these students aside to review
and reteach the topic to them.
XX. Assessment/Reflection
To assess how well the lesson went the teacher collect the worksheets handed out
to the students earlier in the day. These worksheets will provide evidence on how
well the students preformed and determine if I meet my teaching objectives. The
leveled readers will also be used to assess how well students are understanding the
topic.
Lesson: Day 4
Subject Area: Literacy (reading/phonics)
I. Standard:
The standards that will be seen during this lesson are as follows:
The following I can statements will be used during this lesson:


The anticipatory set that will be used during this lesson will be a decodable reader
that students will complete on their own. Students will also be played their song of
the week in which they will sing-along to. With this playing of the singalong
students will sing with the words once, then sing without the words.
Students will be watching two videos that have words that end with tch and y.
The first video is on the sound tch. This video has students practicing the
diagraph sound by blending familiar words. The video can be found on the
following website: https://www.youtube.com/watch?v=79u8TmnlUpM
The second video has students practicing words that end with the y sound. The
video needs to be start at 36 seconds in and can be found at the following website:
https://www.youtube.com/watch?v=vtbqXjsoejI.
IV. Input:
The lesson will begin with the students seated at the carpet. The students will
listen/sing to their song of the week. After the song of the week is finished the
students will review two of their amazing words. The teacher will call on a student
to define an amazing word in their own terms. The two words that will be
reviewed during this lesson are flatter, and correct.
Students will then be introduced to words that end in ‘y’ and ‘tch’. The sounds and
word example of these to ending sounds will be displayed to students and modeled.
Students will then return to their seats to complete their decodable reader. This
will be done with teacher instruction.
After completing the decodable reader the students will be given another
worksheet to complete. In this worksheet students will be practicing their spelling
words that end with the nk and ng ending. This worksheet will mark the end of the
lesson.
https://www.readinga-z.com/books/decodable-books/

curriculum)
The extensions that can be found is within the separate spelling list that students
receive if they passed the pre-spelling test with a 100%. To differentiate per
students’ needs each student will be given a leveled reader at the beginning of the
week. The levels that can be found with this book are on level, below level, above
level. On the fourth day the teacher will meet with the only group that he has not
meet with during the week. This part of the lesson is detached and will take place
near the end of the day.
Pencils
Worksheets
Doc Cam
V. Modeling:
Modeling and Guided Practice will be intertwined in this lesson.
XXI. Checking for Understanding:

What are some words that end with the tch sound?
What are some words that end with the y sound?
Does this word end with the ng sound or the nk sound?
XXII. Guided Practice:

Guided practice will happen as students complete their decodable reader. The
students will first be given time to complete the decodable reader. Once most of
the students have finished the teacher and the class will go over the assignment.
XXIII. Independent Practice:

Independent practice will occur when students work on the handout given to them
after carpet time. This handout focuses on the students’ spelling words and words
that have the tch, y, nk, and ng sound. This worksheet will be used as an
assessment to see how well students are understanding the lesson. The first three
students to complete this worksheet with neat handwriting will be given the
opportunity to present their work on the Doc Cam. The first five students that
finish the worksheet and are on the challenge list for spelling will be able to
practice their spelling words on a Chromebook.
XXIV. Closure
The lesson will come to a close with myself and Mrs. Lanenga reviewing the
students work. For students that seem to be struggling with the topic myself or
Mrs. Lanenga will pull them to the side and review the topic. The worksheets
handed to the students are in part an exit ticket. Future lesson will be planned out
if a common misconception seems to be occurring.
XXV. Assessment/Reflection
The worksheets and leveled reading books will be used to assess how well students
understand the lesson. Once collected and graded the teacher will review which
concepts students grasp and which concepts they do not yet seem to understand.
These worksheets will also determine if review on the concepts are need. The
worksheets will show how students preform and if I met my teaching objectives.
Lesson: Day 5
I. Standard:
The standards that will be present in this lesson are:
The I can statements that will happen in this lesson are:

I can spell words that have the nk ending.
I can spell words that have the ng ending.
I can state my sight words for the week.

The anticipatory set for this final lesson the sing-along of the week that the
students have been practicing on. The sing-along will be played without the lyrics
to give students an added challenge.
The students will also be given the opportunity to read the story of the week with
a partner that the teacher selects. The teacher will try to pair boys with girls and
some of the higher level students with lower leveled ones.
IV. Input:
The lesson will begin at the carpet after calendar time. Students will get to
listen/sing their song of the week for one last time. Once the song is completed
the teacher will review the final 2 amazing words. These words are lovely and
common. If a student is called on they will have to define these two words in their
own terms to the class.
The students will next begin the first of three assessments. The teacher will hand
out the high-frequency and phonics assessment for the students to complete. The
students will follow along as the teacher reads the questions out loud to them.
Once completed the students will receive the assessment on reading. The last
assessment that students will receive is their spelling test. This test will be given
the same why that the pre-test is given. All three assessments mark the end of
the unit.
High-Frequency words:
Any enough ever every own
Sure were
Spelling words:
Bring trunk pink bank sang
Wing rink blank rang sung

curriculum)
Students that received a 100% on the pre-test do not have to take the final
spelling test for the words of the week. Instead, these students will be tested on
the separate spelling sheet. This will act as an extension on the lesson. There are
3 students in our classroom that go out to receive further help in the resource
room. These three students will be pulled aside by Mrs. Lanenga and given the
both the phonics, comprehension, and high-frequency tests. Near the end of the
day I will meet with my below level students for a second time to listen to them
read their leveled reading books.
Pencils
Handouts
Doc Cam
V. Modeling:
The modeling phase of this lesson will be intertwined with the guided practice.
XXVI. Checking for Understanding:

Checks for understanding will come in the way of making sure students understand
directions on the test. They will also come with making sure students are on task
and not falling behind.
XXVII. Guided Practice:

Guided Practice will come by blending words with students for instance, I might
say “Circle the word that as the same ‘e’ sound as it does in the word r-e-d.” For
the comprehension
XXVIII. Independent Practice:

The independent practice phase of this lesson is the assessments that students
will take to judge how they have retained the information presented to them
throughout the week. These assessments will be recorded and used to determine
the students’ grades during the marking period.
Students will have to complete 2 front and back assessments. Depending how
students are doing during February, the questions on the assessments may or may
not be read aloud to them.
XXIX.Closure
The assessments to the lesson will mark that the lesson is completed and thus, this
portion of the unit is complete. The assessments will be collected, graded, and
handed back to the students to take home. Students will also be given the
opportunity to read their leveled reading book one more time to the group and
teacher.
There is a writing portion that is intertwined into the students’ books. This unit
focuses on the reading/phonics part of the lesson and therefore will not focus on
the writing/spelling portion of reading street. This portion will be taught to
students by me but will not be planned out in this unit plan.
XXX. Assessment/Reflection
The assessments that the students take during the individual practice portion of
the lesson. The assessments will focus on high frequency words, phonetic
awareness, and comprehension skills. These assessments will be what is used to
evaluate how the student received the unit. The students will also have to
complete a spelling test during this day. Once the assessments are complete and
corrected, I will reflect what went well and what didn’t go. I will gage whether a
certain topic needs to be addressed the following week. If a review of the
concepts is need, I will determine if the material presented in the lesson plan is
adequate or if new material is needed to achieve student growth. The assessments
will be used to determine if I met my teaching objectives and will be the evidence
to see how well students did throughout the unit.
Work Cited
Afflerbach, P. (2013). Reading street common core. Glenview, IL: Pearson
Brown Bag Autobiography {FREEBIE!} - A Getting to Know You Activity! (n.d.). Retrieved
from https://www.teacherspayteachers.com/Product/Brown-Bag-Autobiography-FREEBIE-A-
Getting-to-Know-You-Activity-637260.
PB School Play with Brain. (2017, December 28) Two Consonant Blends: NK [Video file].
Retrieved from https://www.youtube.com/watch?v=fNAAv2g1Osc
Little Learners. (2019, February 15) ‘ng’ Words| Blending Phonics Phase 3 [Video file].
Retrieved from https://www.youtube.com/watch?v=Nrjb0rIer5M
Preschool Prep Company. (2018, July 17) Meet the Phonics Digraphs -tch [Video file]. Retrieved
from https://www.youtube.com/watch?v=79u8TmnlUpM
FirstStepReading. (2012, March 24) Beginning Reader Grammar Phonics Lesson, Y as I Sound,
Irregular Y Ending Sound [Video file]. Retrieved from https://www.youtube.com/watch?
v=vtbqXjsoejI.
Reading A-Z (2019). Decodable Books and Phonics Lessons. Retrieved from
https://www.readinga-z.com/books/decodable-books/
The following websites feature trade books and other resources that align with
the unit that is being taught. Some of these trade books and resources have been
looked over to gain both insight and inspiration in preparing the lesson. Many of
the books are free and printable.
Davis, J. K. (2016). Phonetic Words And Stories. Retrieved from

https://www.soundcityreading.net/uploads/3/7/6/1/37611941/ps-1-oct-2016-nc.pdf
Progressive Phonics (2019, March). Intermediate Phonics Books. Retrieved from

http://www.progressivephonics.com/phonics-books/intermediate-phonics-books
The Measured Mom (2017). Phonic Lessons and Books. Retrieved from
https://www.themeasuredmom.com/free-phonics-books/
Hubbard, M. (2017). Hubbard’s Cupboard. Retrieved from

http://www.hubbardscupboard.org/printable-booklets
Ed Helper (2010). Phonics: Printables and Worksheets. Retrieved from

https://www.edhelper.com/phonics/Phonics.htm
Garcia, B. (2011). Free Phonetic Booklets and Readers. Retrieved from
http://freereaders.weebly.com/
Resources
Student resources will be shared in the accompanying PDF file.

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First Grade Literacy

(Spelling, Phonics, Reading)

Topic for Unit Plan: Literacy (spelling/reading/phonics)

Grade Level: First Grade

Standards: CCSS.ELA-LITERACY.L.1.2.D, CCSS.ELA-LITERACY.RF.1.2.B,

Subject Area: Literacy (Reading and Phonics)

The standards that will be present in this lesson are as follows:

III. Anticipatory Set:

Thinking Levels: (write specific questions)

Learning Styles and/or Accommodations: (remediation, extensions, differentiating

Method and Materials:

This phase will be implemented into the Guided Practice phase.

VI. Checking for Understanding:

VII. Guided Practice:

VIII. Independent Practice:

Subject Area: Literacy (Reading and Phonics)

I can blend words that end in nk.

III. Anticipatory Set:

Learning Styles and/or Accommodations: (remediation, extensions, differentiating

Method and Materials:

Will be seen in the guided practice phase of the lesson.

XI. Checking for Understanding:

If we change the nk in think to ng what word do we get?

XII. Guided Practice:

XIII. Independent Practice:

In both folds of the independent practice students will be given assistance if

Subject Area: Literacy (reading/phonics)

I can blend words that end in nk.

III. Anticipatory Set:

Thinking Levels: (write specific questions)

Learning Styles and/or Accommodations: (remediation, extensions, differentiating

Method and Materials:

XVI. Checking for Understanding:

What are some words that end with nk?

XVII. Guided Practice:

XVIII. Independent Practice:

The following I can statements will be used during this lesson:

I can blend words that end in nk.

III. Anticipatory Set:

Thinking Levels: (write specific questions)

Learning Styles and/or Accommodations: (remediation, extensions, differentiating

Method and Materials:

Modeling and Guided Practice will be intertwined in this lesson.

XXI. Checking for Understanding:

XXII. Guided Practice:

XXIII. Independent Practice:

Subject Area: Literacy (Reading and Phonics)

The standards that will be present in this lesson are:

The I can statements that will happen in this lesson are:

I can blend words that end in nk.

III. Anticipatory Set:

Learning Styles and/or Accommodations: (remediation, extensions, differentiating

Method and Materials:

XXVI. Checking for Understanding:

XXVII. Guided Practice:

XXVIII. Independent Practice:

Afflerbach, P. (2013). Reading street common core. Glenview, IL: Pearson

Davis, J. K. (2016). Phonetic Words And Stories. Retrieved from

Progressive Phonics (2019, March). Intermediate Phonics Books. Retrieved from

Hubbard, M. (2017). Hubbard’s Cupboard. Retrieved from

Ed Helper (2010). Phonics: Printables and Worksheets. Retrieved from

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