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Running head: INTERDISCIPLINARY UNIT 1

Interdisciplinary Unit

Gisele Borghani

American College of Education

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INTERDISCIPLINARY UNIT 2

Unit: Community Helpers.

In this Social Studies unit, my kindergarten students will learn about community helpers as part of MA Social Studies Standards. By the end of the unit, they will be able to name, describe and match community helpers to the tools they use. They will be able to write and label pictures that are related to the community helpers and their tools.

Grade Level: Kindergarten Language Level: Beginner

Outcome (S. Studies objectives)

-Students will be able to name, sort and match tools from different community helpers and identify their respective jobs

Writing Objectives

-Students will be able to write using phonetic spelling to name images that are related to community helpers and their tools

Assessment:

“Formative assessments are used to provide data for teachers to make immediate planning decisions regarding pace, readiness, and scaffolding needs of students” (Missett, Bruner & Callahan, 2014).

This “Community Helpers” unit is an interdisciplinary unit with the objective of interrelating social studies and writing. I created a formative assessment that requires students to identify a random community helper by a short description I give about their job. After identifying the community helper, students will be asked to draw pictures of 2 tools that such a community helper uses at work. After drawing, students will be writing to “label” their pictures. They will use phonetic spelling or initial and ending sounds.

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INTERDISCIPLINARY UNIT 3

Grade Level: K Language Level: Beginner

Objectives/ outcome Content area 1

Objectives/ outcome Content area 2

Students will be able to label pictures related to various community workers using initial sounds and phonetic spelling

Students will be able to write using phonetic spelling to name images that are related to community helpers and their tools

Unit theme: Community Helpers

Brainstorm Associations:

Content area 1: Community helpers:

People in our community work together

Responsibilities of community members

Connections between community helpers and citizens

Identification of correct tools of a community helper

Orally describe the job of the community helper

Content area 2: writing

Name pictures related to different community helpers.

Use initial/ending sound(s) or phonetic spelling

Guiding Questions:

1.What are the responsibilities/roles of community helpers?

2. How do community helpers work to keep us safe?

3. Why do people work together?

4. How are community helpers and citizens connected?

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INTERDISCIPLINARY UNIT 4

Week 1

Understanding

Applying

Analyzing

Week 2

Remembering

Evaluating

Creating

Intervention

Grade Level: Kindergarten Language Level: Beginner Objective: Students will be able to label pictures related to

various community workers using initial sounds and phonetic spelling

Activity: Students will be asked to identify a particular community worker based on a short description given by me. Students will be given cut-outs of 6 tools used by various community workers. Students have to match the tools to the community worker I have described. Then, students will have to label the tools using initial consonants. Students do not have to spell correctly. They will only be assessed on their ability to identify initial consonants.

Intervention: Those students who do not master the objective above will participate in an intervention small group for a week. Students will work on building letter-sound correspondence through letter ID, matching a letter to an anchor word, and

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INTERDISCIPLINARY UNIT 5

stretching out short words to distinguish between sounds. Students will also work on Starfall.com to practice hearing sounds in different contexts and through different modalities.

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INTERDISCIPLINARY UNIT 6

References

Missett, T. t., Brunner, M. M., Callahan, C. M., Moon, T. R., & Azano, A. P. (2014).

Exploring teacher beliefs and use of acceleration, ability grouping, and formative

assessment. Journal For The Education Of The Gifted, 37(3), 245-268.

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