Portfolio|Unit Plan Chart And PowerPoint

UNIT PLAN	Oral Language Development	Phonemic Awareness	Phonics
Standard (Subject Area/ CPALMS)	ELA.K12.EE.4.1:Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.	ELA.K.F.1.2:Demonstrate phonological awareness. Blend and segment syllables in spoken words. Identify and produce alliterative and rhyming words. Blend and segment onset and rimes of single-syllable words. Identify the initial, medial, and final sound of spoken words. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. Segment and blend phonemes in single-syllable spoken words.	ELA.4.F.1.3:Use knowledge of grade-level phonics and word-analysis skills to decode words. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.
Lesson Objective (SWBAT)	Students will be able to: discuss the text within their small group by making a choice and defending it.	Students will be able to:blend syllables, blend onset and rhyme, and blend individual phonemes.	Students will be able to:identify words in the selected text that have different sounds for the “ou” digraph.

Name of Strategy	“Strong Discussion Prompts”	“Stretching CVC words”	“Variant Correspondences Spell and Sort”

Explanation of Strategy	The “Strong Discussion Prompt” strategy fosters oral language developmentusing discussion prompts that foster evaluation in some way. The source text gives examples of endangered species, so a Strong Discussion Prompt strategy might be to ask students to discuss within their small group to choose only one endangered animal to save and ask them to explain why they chose that animal.	“Stretching CVC words” has students break up the sounds within a word and stretch the vowel sound. Upon watching the “CVC Stretch” video, the teacher demonstrates this strategy by picking a word from the “Endangered Species Act” text, such as “act” and sounds out each word while lifting one finger per sound, then “swooshing” her hand as demonstrated in the video to sound out the whole word fast. Then, ask the whole class to sound it out and swoosh. Then, ask for volunteers to find a word in the “Endangered Species Act” article that they would like to demonstrate the CVC Stretch strategy. Students struggling with this can be given extra practice in differentiated instruction.	Students are paired up groups of two. One student holds up an index card with one of the “ou” digraph words from the selected text. The other student pronounces the word and uses the worksheet provided to sort the word into its correct pronunciation category. For phonics, I would use differentiated instruction and/or reading intervention to give extra phonics practice for students who need it, since these foundational skills are essential to reading. Meanwhile, the rest of the class can be working on vocabulary activities, topical writing assignment, or the bookmark technique strategy, which asks students reading comprehension questions in increasing difficulty, culminating in asking the student what confused them about the text.

How does Strategy Support Learning?	Strong discussion prompts get students thinking about their own thinking (cognition) and gives them an opportunity to use oral language to express their thoughts, opinions and reasons. Discussion is an important aspect of reading for comprehension because it gives the opportunity to voice an opinion, defend a position, hear different perspectives, ideas, angles, interpretations and points of interest from a single text source. Teacher writes on the board and reads aloud the small group discussion prompt: “Which animal would you want to save and why?” Students discuss in small groups and share with rest of the class.	The CVC stretch technique helps struggling students with American English phonemes (which helps ELLs in particular) and reminds students that they can use this same technique when confronting new, unfamiliar words that they do not know how to pronounce. I think it is helpful to remind students of the strategies they already know and invite them to keep adding new strategies to their learning arsenal.	The Variant Correspondences Spell and Sort strategy helps students struggling with phonics have more practice with specific examples that are in the selected text. Asking them to sort through the different “ou” sounds that correspond to different words helps them with pronunciation and word recognition. In the selected text, there are numerous examples of the “ou” digraph with different pronunciations. Differentiated instruction helps address learning deficits by meeting students where they are in their intellectual development and skill level. This strategy gives the teacher small group time with students who need it. The bookmark technique gives advanced students the challenge of answering comprehension questions while still providing feedback on aspects of the text that they found confusing or difficult.

Selected Text	“Endangered Species Act”	“CVC Stretch”video. Reading Rockets. https://www.youtube.com/watch?v=hWgmFBuWAdE.	Using “ou” digraph words from the Endangered Species Act text, I would adapt this source from the Florida Reading Resource Center: https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_variant_correspondences/23_p020_spell_and_sort.pdf to just the “ou” digraph.

Materials	Selected text: Hilfrank, E. (n.d.). “Endangered Species Act.” National Geographic Kids. https://kids.nationalgeographic.com/history/article/endangered-species-act. Classroom board Marker/eraser	“CVC Stretch” video Selected text: Hilfrank, E. (n.d.). “Endangered Species Act.” National Geographic Kids. https://kids.nationalgeographic.com/history/article/endangered-species-act.	Handoutof “ou” digraph words from the Selected Textwhere students can sort the words by same pronunciation.
ESL Accommodations	· Assign a buddy, same language or English speaking · Rephrase questions, directions, and explanations	· Accept participation at any level, even one word · Allow errors in speaking	· Highlight key vocabulary · Give instructions/ directions in writing and orally
ESE Accommodations	· Small group instruction · Accept oral response in place of written	· Accept oral response in place of written · Using alternative assessments with no modifications of content	· Cooperative learning groups · Differentiated instruction

UNIT PLAN	Fluency	Vocabulary	Comprehension
Standard	ELA.3.F.1.4:Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.	ELA.3.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.	ELA Standard: ELA.K.R.3.2:Retell a text orally to enhance comprehension: a) Use main character(s), setting, and important events for a story. b) Use topic and details for an informational text. Subject Area Standard: ELA.3.R.3.2:Summarize a text to enhance comprehension. Include plot and theme for a literary text. Use the central idea and relevant details for an informational text.
Lesson Objective	Students will be able to: read the selected text with a minimum 80% accuracy, automaticity, and appropriate prosody or expression.	Students will be able to:identify the meaning of words in and out of context.	Students will be able to:identify the main idea, recount important details, and explain the theme of the selected text.

Name of Strategy	“Word Attack”	“Word Meaning: Inside Information”	“Monitoring for Understanding: Strategic Strategies”

Explanation of Strategy	The “Word Attack” strategy, as shown in the video example, requires the student to identify vowels in a word, identify syllables within a word, pronouncing the individual syllables and then pronouncing the word the fast way. Using some of the vocabulary words associated with the selected text, the teacher will pick one, e.g., “endangered” and do a Word Attack, by writing the word on the board and spelling the word. Then, the teacher will ask the class to identify all the vowels and showthe students how to break up the word into syllables, each containing a vowel. The teacher will read each syllable and then read the word the fast way. Then, the teacher will ask the class to repeat each syllable out loud, then read the word the fast way aloud. Then, the teacher will show another vocabulary word from the selected text and demonstrate again. The teacher will then ask for a volunteer to come to the board and demonstrate how to do the next one, then the teacher will set up 5 groups of 4-5 students and assign each group a set of vocabulary words. Each group will do the Word Attack activity in their small group. As the groups are working, the teacher will walk around and make sure students are pronouncing the words correctly. After each group has finished their word attacks, one presenter from each group will pronounce their words to the class.	The Word Meaning: Inside Informationrequires students to record information about words, such as definition, examples, and to use the word in a sentence.	This strategy enables students to monitor their comprehension by stating what is known, answer questions about what they have read, and summarize the text.

How does Strategy Support Learning?	The Word Attack strategy helps students learn how to break down a longer word down to its syllables and pronounce each syllable, then pronounce the whole word. This helps students learn smaller units and then put it all together in a larger unit. This strategy is useful to help students learn how to approach other big words. As students learn how to pronounce larger words and become comfortable with reading them, they develop automaticity.	The Word Meaning: Inside Information strategy helps students build word recognition and expands their vocabulary repertory. Students can refer to their word cards as they are reading the selected text to gain contextual clues.	This multiple-pronged strategy breaks down comprehension into smaller tasks and includes a graphic organizer to help students visualize the main idea, recount important details, and identify the overall theme.

Selected Text	“Endangered Species Act”	“Endangered Species Act”	“Endangered Species Act”

Materials	Selected text: Hilfrank, E. (n.d.). “Endangered Species Act.” National Geographic Kids. https://kids.nationalgeographic.com/history/article/endangered-species-act. Classroom board with marker/eraser Worksheet with all the vocabulary words and space for students to write the syllables for each word Pencil	Selected text: Hilfrank, E. (n.d.). “Endangered Species Act.” National Geographic Kids. https://kids.nationalgeographic.com/history/article/endangered-species-act. Vocabulary words from text source Student sheet from“2-3 Student Center Activities:Vocabulary2005.”The Florida Center for Reading Research and Florida Department of Education (Revised, 2021).https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_word_meaning/23_v018_inside_information.pdf Dictionary Spanish/English Dictionary Scissors Pencil	Selected text: Hilfrank, E. (n.d.). “Endangered Species Act.” National Geographic Kids. https://kids.nationalgeographic.com/history/article/endangered-species-act. Student sheet from “2-3 Student Center Activities: Comprehension 2006.” The Florida Center for Reading Research and Florida Department of Education (Revised, 2021).https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c032_strategic_strategies.pdf Prompt cards Pencil
ESL Accommodations	· Give instructions/directions in writing and orally · Highlight key vocabulary · Use group projects rather than individual work	· Use of translation dictionaries to locate words in the native language · Allow extended time for test/project completion	· Provide study guides and outlines · Allow extended time for test/project completion
ESE Accommodations	· Cooperative learning groups · Accepting oral response in place of written	· Allow extended time for test/project completion (teacher approval) · Peer tutoring	· Using written and pictorial forms to teach · Making use of context clues

“Strong Discussion Prompts”