Literacy Unit plan

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

CityUniversity of Seattle

Teacher Certification Programs UNIT PLAN

Teacher Candidate: Sara Drum

Grade/Subject:: 1st/Literacy: phonics

Unit Focus

Standard(s) Addressed: CCSS.ELA-LITERACY.RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words into syllables.

Common Errors/Anticipated Misconceptions/Learning Progressions (What are common errors that students make? What are common

misunderstandings? What might you need to consider in terms of setting students up for success with future skills or content)

Common Errors:

Unable to identify a vowel in print.

Unknowledgeable in strategies used to determine where two-syllable words should be separated.

Anticipated Misconceptions:

Not capable of counting, pronouncing, blending, and segmenting syllables in spoken words.

Unable to recognize the letter and sound correspondences of each consonant and vowels.

Learning Progressions:

Decode words with common prefixes and suffixes.

Decoding two-syllable words with long vowels that are commonly seen.

Knowledge of spelling-sound correspondence for additional common vowel groupings.

Unit Overview

Describe in a paragraph the general flow and outline of the unit.

This unit focuses on decoding two-syllable words with different syllable patterns by identifying vowels and consonants. They will use their

prior knowledge of phonemic awareness strategies that will be connected to phonics strategies in order to separate syllables. This knowledge

development will help them decode words while reading which will build fluency.

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

Assessment - How will you determine if your teaching was successful?

Pre-Assessment

Select or design an assessment that

determines a baseline of student

understanding of the Common Core State

Standards.

Formative Assessment

Select or design ongoing assessments used

throughout the unit to determine if students

are meeting the learning targets for each day.

Summative Assessment

Select or design a culminating assessment to

determine if students met the learning targets

for the unit as a whole and the Common Core

State Standards.

The students will be asked to complete a

graffiti wall of their own meaning of syllables

and asking how they might separate syllables

and how they could read words they might

not know.

Student will continuously use a laminated

stoplight on their desk that allows students to

Velcro a green, yellow, or red light to it. This

allows for students to self-assess and ask for

timely feedback from the teacher. The green

means I know this, yellow means I may know

this, and red means I don’t know this. This

assessment will always be encouraged by the

teacher.

Turn and Talks, Partner Quizzes, Clickers,

Whiteboard Splash, Google Docs, Mini-

Whiteboards, Create something, and Crowd-

source Work are all formative assessments

used within this lesson unit.

Students will complete a presentation on two-

syllable words with their computers. The

classroom will be set up as an exhibit in a

museum called Wild Words. They will tell

strategies they used and the different patterns

of words that aid identifying syllables which

will be related to “taming” the word. They

will explain why this practice might be

helpful or important, and where they might

use this practice. They will either write, use

art, voice record, and/or use video using

Wixie to submit and create their work. They

are welcome to add how they have used this

practice outside of school.

Differentiation and/or Accommodations

Appropriate accommodations and modifications for limited language proficiency (ELL), special needs (IEP/504), and accelerated learners.

Using group work as support, using visual support for vocabulary and a list for sight words, close proximity of visuals for students within

classroom or with close proximity of material with a tangible material, seating arrangement, wait time and walkway room for students to move

around the classroom, technology used for audio of words and teacher help for reading, writing words, and the use of gestures to help. More

difficult material and syllables will be provided for accelerated learners. Plus, they will be able to create their own words which will provide a

challenge for students.

Technology Family Engagement

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

The students will use Wixie for the summative assessment. Students

will be able to use RoomRecess.com to identify 1 and 2 syllable

words using the game Hoppy syllable hunter or Tinytaps

(https://www.roomrecess.com/games/HoppySyllableHunter/play.html

https://www.tinytap.com/activities/g181k/play/one-and-two-syllable-

words). Here is a variety of games for students to practice syllables

https://makingenglishfun.com/2021/04/02/the-best-free-online-

syllable-games/ these materials will be enrichment activities.

Computers, Ipads, Google Docs, use of clickers for a poll, YouTube

videos, and Crowd-source worksheets online. Family engagement

uses a student portal for communication.

The teacher will post the unit plan in a student portal and allow

parents to comment directly or email the teacher regarding any

questions they may have. Also, the teacher will ask questions to

parents regarding needed prior knowledge for the lesson or if parents

will need materials and take a poll on the best day for literacy nights

or provide learning opportunities for students unable to attend such as

finding two-syllable words in public or around the house.

Furthermore, for parents that do not have internet access, the teacher

will also send out a paper newsletter to parents to allow them to ask

questions and know the information as well.

Learning Tasks – What will I do? What will students do?

Copy and paste for each day of the unit. Five days have been created for you. Units should be 5-10 days.

Day 1:

Learning Target:

I can associate rhythm and spelling patterns to syllables by

matching word families.

Standard(s):

CCSS.ELA-LITERACY.RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words

into syllables.

Activity (brief description)

Theme: Sports

I Do:

The teacher will write two examples one with one syllable words and the other with two-syllable words. The teacher will first explicitly talk

about the one syllable words by stating that the ending of the word is the same. This will be shown by labeling the letters that are a vowel

and a consonant underneath with identifying colors. Then, the teacher will provide an example and nonexample with the one-syllable word

by pointing out the differences and similarities. Then, the teacher will do the same with two-syllable words that are divided by CVC and

explain that a syllable has to have a vowel which is the reason for labeling the letters and also labeling helps identify which type of letter is

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

usually replaced in word families. The teacher will demonstrate rhythm with two-syllable words by using clapping as well and/or with a

robot voice or singing voice.

We Do:

The teacher will show this video to the students and have the students respond to a poll of yes or no with clickers. Depending on the answers,

the teacher will provide feedback that is corrective or reassuring and them the teacher will pull popsicle sticks to have students explain how

they decided the answer. If they are unable to answer, the student is able to phone a friend. Also, the popsicle sticks chosen will be put in a

separate place, so they do not get picked again. The teacher will include two-syllable words that are separated by CVC syllables as well.

https://www.youtube.com/watch?v=3Cc1TL-0bXo

You Do:

The students will work with their left elbow partner to match words that rhyme with each other. The students will be given their own

worksheet with three sets of 2 premade words that are from the same word family with a stack of words that will be matched to the three

sets. The vocabulary will have a picture that represents the word as an aid. The students are to write the words on the worksheet they

matched and rimed together. Furthermore, students are encouraged to write their own additional words to the word families and provide

feedback. Next, the pairs will use the leftover words to write/create their own word riming/family that will be completed independently.

Once, completed they will quiz each other and provide feedback if needed. There will be some CVC 2-syllable words for students to connect

rhythm, word-endings, and the identification of vowels and consonants to future lessons.

Formative Assessment (briefly describe).

Clickers: The teacher can assess their understanding based on their answers and provide prompt feedback.

Partner quizzes: The students will work together to complete the premade questions and provide feedback before creating their own

independently. After independently completing their own word families that rhyme, they will quiz each other and provide feedback on that

as well if needed.

Day 2:

Learning Target:

I can identify the number of syllables by counting them.

Standard(s):

CCSS.ELA-LITERACY.RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words

into syllables.

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

Activity (brief description)

Theme: Animals

I Do:

The teacher will activate prior knowledge of students by reminding the students to use clapping, a robot voice, or a musical voice to help

count the syllables of the word. Furthermore, the teacher will remind them that every syllable has a vowel by labeling words a vowel or

consonant which will be completed with VC/CV syllables and then VC/V separation patterns will be introduced and explicitly shown three

times with nonexamples and examples. They will keep track of the number of syllables by using fingers or with the number of claps. The

teacher will have students show the number of syllables the word has with their fingers on their chest to keep their answer private. The

teacher will explain the right answer and demonstrate the correct answer using the strategies and by writing the syllable pattern

demonstration as well.

We Do:

The teacher will pass out bags of laminated cards that have the picture of the word, the word, and the number 1 and 2 at the bottom so the

students can move the paperclip to the correct syllable. There will be two different bags that have different words but the same amount of

one syllable words and two syllable words from the different syllable separation. They will also be able to use their whiteboards to doodle

and help them reason. The teacher will do guided practice of the activity that focuses on the syllable separation patterns which will involve

VC/V and VC/CV syllable separation. The teacher will pull popsicle sticks to have students answer the number of syllables and where they

decided to separate them. Wait time will be applied, students will be able to phone a friend for help, and no name will be pulled again once

chosen by placing the pulled name in another place.

Students will use the laminated picture of a stoplight on their desk to signify to the teacher of their understanding and need of assistance. The

students will Velcro or color in stoplight green, yellow, or red to it. Therefore, the teacher will be able to promptly aid students and they are

able to self-assess.

You Do:

The students will complete their bag of the matching activity. If they need help, they are able to ask their partner. Although, once they have

completed the activity, the students will turn and talk to their left-elbow partner about their matches, how they determined the number of

syllables, and the strategies they used.

Formative Assessment (briefly describe).

Stoplight: Students have a laminated picture of a stoplight on their desk that is easy to view for the teacher. Students will Velcro or color in

stoplight green, yellow, or red to signify to the teacher of their understanding and need of assistance. Therefore, the teacher will be able to

promptly aid students and this advocates for student voice.

Talk to each other: The students will discuss how they determined the numbers of syllables in a word and explain the strategies they used.

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

Day 3:

Learning Target:

I can evaluate two-syllable words by sorting words into their

syllable separation category.

Standard(s):

CCSS.ELA-LITERACY.RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words

into syllables.

Activity (brief description)

Theme: Food

I Do:

The teacher will remind the students of the separation patterns of syllables containing VC/CV and VC/V. Then, V/CV syllable separation

will be explicitly modeled with multiple examples and nonexamples. Plus, the teacher will also correct any misconceptions between the

separations of syllables that are VC/V and V/CV by using strategies of clapping, emphasizing the unit of words with different voices that are

robotic or musical with using rhythm.

We Do:

Then, the teacher will present the Google Doc that will be used to categorize the different types of separating syllable on the projector. This

will then be projected onto the whiteboard. The teacher will then provide students a worksheet of different two-syllable words (that have

aided visuals) which will be then categorized by the students. The teacher will draw from popsicle sticks for numerous students to write or

magnetize the cutouts of words onto the board (they can choose to write or cutout them). There will be a wait time for students to put words

into categories and also cut them out if they choose to. Students are welcome to give their slip of paper to the teacher to put it on the

whiteboard for them with the division pattern they think is correct. The teacher will provide feedback and ask the strategies they used to

determine the categorization.

You Do:

The students will use a premade Google Doc on their assigned iPad or computer in order to sort words, that are also attached to the picture

associated to the word, into the category of their syllable separation with their left-elbow partner. They will evaluate each other’s choices and

decisions, and the teacher will observe as well.

Formative Assessment (briefly describe).

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

Whiteboard Splash: Numerous students will write or magnetize their answer on the whiteboard at the same time. They will sort a two-

syllable word of their choosing into the correct syllable division pattern category which will be projected onto the whiteboard.

Google Doc: The students will move the words/pictures into their perspective categories. This will be observed by the teacher and their left-

elbow partner which they will provide feedback and ask for their reasoning of their choices.

Day 4:

Learning Target:

I can separate two-syllable words by creating a puzzle.

Standard(s):

CCSS.ELA-LITERACY.RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words

into syllables.

Activity (brief description)

Theme: Household places and Items

I Do:

The teacher will show some examples and non-examples regarding the three two-syllable words and use strategies practiced throughout the

week to determine the segmenting of words. The teacher will use their finger when reading the word and slightly stop at the end of the

syllable within the word. Then, the teacher will point out the different syllable division such as CVC (VC/CV), VC/V, and V/CV syllables

that will be provided in A and B bags for independent practice. Advanced learners will be encouraged to write their own words.

We Do:

After receiving explicit modeling, the students will then work with their left-elbow partner to separate two-syllable words using the strategies

they were taught. They will use the mini-whiteboards to show their practice work and the strategy they used to the teacher when the teacher

asks for them to flash their whiteboard to the front of the class for the teacher to see. The students are able to doodle which will help the

teacher to determine which strategies they applied to their work. The teacher will also circle around the classroom to observe their work.

Therefore, the teacher can readily help and read by letter and sound correspondence.

During the lesson, student will use a laminated stoplight on their desk that allows students to Velcro a green, yellow, or red light to it. The

green means I know this, yellow means I may know this, and red means I don’t know this. This allows for students to self-assess and also

ask for feedback whenever they need.

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

You Do:

After guided practice, the pairs of students will receive A or B bag full of vocabulary words with pictures of the words they will separate.

The words will be in the middle of the picture of the item and also the words will be without the picture as well for students that want to

create other words in the next lesson. The students will create the puzzle by using the strategies they learned to separate the two-syllable

words. They will do that by cutting the word where the words should be separated into two-syllable. The teacher will provide a video/audio

to all students to allow support for students that have a hard time reading and sounding out. Students are allowed to write their own two-

syllable words as well for the puzzle.

Formative Assessment (briefly describe).

Mini-whiteboard: The students will use mini-whiteboards to show their practice work to the teacher when asked to flash their work to the

front of the class. The teacher will be able to assess the students’ learning and the applied strategies they used. The teacher will also circle

around the classroom to observe the strategies they used to decode two-syllable words.

Stoplight: Students have a laminated picture of a stoplight on their desk that is easy to view for the teacher. Students will Velcro or color in

stoplight green, yellow, or red to signify to the teacher of their understanding and need of assistance. Therefore, the teacher will be able to

promptly aid students and this advocates for student voice.

Day 5:

Learning Target:

I can create two-syllable words by writing a haiku.

Standard(s):

CCSS.ELA-LITERACY.RF.1.3.D

Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words

into syllables.

Activity (brief description)

Theme: Choice

I Do:

The teacher will record a video that is similar to this https://www.youtube.com/watch?v=tb6RC0zB_-4 and allow students to access the

video on their computer or iPad if they need to rewatch it. The teacher will explicitly model a haiku which has 5 syllables for the first line,

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/24/2021

then 7 syllables for the second line, and 5 syllables for the last line. The teacher will use strategies while reading four examples, and all the

syllables will be labeled for students within the video.

We Do:

The teacher will pull popsicle sticks to call on students to bring possible ideas they could write about. The teacher will suggest for students to

write about themselves or even nature if it has not been spoken. The teacher will then guide students to create a haiku by having students

work on their computer or iPad. They will write on a Google Doc worksheet that has lines labeled under them 5 syllables, 7 syllables, and 5

syllables for a reminder. Furthermore, students will be able to access a list of sight words to help their writing if needed. The students are to

use the laminated stoplight to assess their work and also ask for help if needed. Students are allowed to ask the teacher for help writing words

and also use audio reading and drawing pictures to aid. The students are also welcomed to work with their left-elbow partner.

You Do:

Once the students have created one haiku with the guidance and help of the teacher, they will create a haiku about themselves with their left-

elbow partner if they want. They are allowed to turn and talk for feedback while completing it on the Google Doc. The students will offer

their own work to the learning network for the teacher and students to see and edit for feedback.

Formative Assessment (briefly describe).

Stoplight: Students have a laminated picture of a stoplight on their desk that is easy to view for the teacher. Students will Velcro or color in

stoplight green, yellow, or red to signify to the teacher of their understanding and need of assistance. Therefore, the teacher will be able to

promptly aid students and this advocates for student voice.

Create something: The students create a haiku that requires them to use knowledge of syllables and strategies that they have learned

throughout the unit plan.

Turn and talk: The students will ask for help and feedback in relation to syllables.

Crowd-source their work: The students are able to ask for feedback from the class and teacher online with the whole class.