Veronica Van Erem

ELM-490

10-28-2018

Instructor: Ericka Spiezio

STEP Standard 4 - Unit and Lesson Planning

Unit: Animals- Staying Alive

Reading Time: 10:15-11:30

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Animal Adaptions Animal Adaptions Animal Adaptions Animal Adaptions Animal Adaptions
Lesson or
Activity
Standards Objective: By the Objective: By the Objective: By the Objective: By the Objective: By the
and end of the unit, end of the unit, end of the unit, end of the unit, end of the unit,
Objectives students will students will students will students will students will
correctly read and correctly read and correctly read and correctly read and correctly read and
spell words with spell words with the spell words with the spell words with the spell words with the
the digraphs sh, ph, digraphs sh, ph, with word endings -ed, - word endings -ed, digraphs sh, ph, with
with an 80% an 80% accuracy. ing with an 80% -ing with an 80% an 80% accuracy.
accuracy. accuracy. accuracy.
Standard: Objective: By the
Standard: Reading: Standard: Objective: By the end of the unit,
Reading: CC.2.Rfou.3- Reading: end of the unit, students will
CC.2.Rfou.3- Decode words with CC.2.Rfou.3- students will correctly read and
Decode words with digraphs sh, ph Decode words with correctly read and spell words with the
digraphs sh, ph ending -ed, -ing. spell plural words word endings -ed,
 CC.2.Rfou.3.f- Read CC.2.Rfou.3.f- Read with endings -s, -es -ing with an 80%
CC.2.Rfou.3.f- irregularly spelled irregularly spelled with an 80% accuracy.
Read irregularly words words accuracy.
spelled words Objective: By the
CC.2.Rfou.4- Language and Standard: end of the unit,
Language and Read with Fluency Vocabulary: Reading: students will
Vocabulary: CC.2.L.2.d- Spell CC.2.Rfou.3- correctly read and
CC.2.L.2.d- Spell CC.2.Rfou.4a- Read words with endings Decode words with spell plural words
words with with Purpose and -ed, -ing. ending -ed, -ing. with endings -s, -es
digraphs sh, ph Understanding Decode plurals with with an 80%
ending -s. -es. accuracy.
CC.2.L.4.a- Use CC.2.Rfou.4.c-
context as a clue to Use Context to CC.2.Rfou.3.f- Read Standard:
meaning. Confirm or Self- irregularly spelled Reading:
Correct. words. CC.2.Rfou.3-
Decode words with
Language and CC.2.Rfou.4.a- Read ending -ed, -ing.
Vocabulary: with purpose and Decode plurals with
CC.2.L.2.d- Spell understanding. ending -s. -es.
words with digraphs
sh, ph CC.2. Rlit.10- Read CC.2.Rfou.3.f- Read
and comprehend irregularly spelled
poetry. words.

Language and CC.2.Rfou.4.a- Read

Vocabulary: with purpose and
CC.2.L.2.d- Spell understanding.
words with endings
-ed, -ing. Spell Language and
plurals with endings, Vocabulary:
-s, -es. CC.2.L.2.d- Spell
words with endings
 CC.2.L.4- Determine -ed, -ing. Spell
the meaning of plurals with endings,
words. -s, -es.

CC.2.L.4.a- Use CC.2.L.4- Determine

context as a clue to the meaning of
meaning. words.

Academic Vocabulary words- Vocabulary words- Vocabulary words- Vocabulary words- Vocabulary words-
Language Attack, attract, Attack, attract, Attack, attract, Attack, attract, Attack, attract,
and features, food, features, food, features, food, features, food, features, food,
Vocabulary message, predators, message, predators, message, predators, message, predators, message, predators,
prey, recognize, prey, recognize, prey, recognize, prey, recognize, prey, recognize,
seem, shelter, seem, shelter, water seem, shelter, water seem, shelter, water seem, shelter, water
water.
Daily phonics Daily phonics Daily phonics Daily phonics
Daily phonics
Daily spelling words Daily spelling words Daily spelling words Daily spelling words
Daily spelling
words Review High Review High Review High Review High
Frequency words Frequency words Frequency words Frequency words
High Frequency from Day 1. from Day 1. from Day 1. from Day 1.
Words- walk,
young, why, Sh/ph letter cards-
because, more, Each student gets a
than, two, call. pair.

Use context clues

from Anthology
book, and an
anchor chart to
 teach, display the
new vocabulary
words Recognize,
Recognized,
Attract.
Summary of Morning Warm Morning Warm Up: Morning Warm Up: Morning Warm Up: Morning Warm Up:
Instruction Up: Students Students share their Students work with Students discuss with Students discuss with
and Activities discuss ways favorite insect table partners name their table partners their table partners
for the animals can be adaptations and why creatures that are the different types of about animal survival
Lesson clever. Such as they think the similar to the firefly, animals that are adaptations, such as
bears fish with adaptation is moth, and snake and found in the ocean. camouflage. What
their paws, or interesting with their to explain which High Frequency adaptations help
raccoons learning table partners. Then features make them Words: Review animals survive in
how to remove the teacher calls on similar. from day 1,2,3 water?
garbage can lids the table groups to High Frequency Phonics: Students High Frequency
with their table share with the rest of Words: Review learn words with the Words: Review
partners. Then the the class. from day 1,2. ending -ed, -ing and from day 1,2,3,4
teacher calls on High Frequency Students play toss plurals with ending Phonics Review:
table groups to Words: Review and spell in a circle -s, -es. Student Play Help! “Get me
share with the rest from day 1 with a beanbag. dictate on their white home” using their
of the class. Phonics: Teacher Phonics: Students boards. Teacher says Anthology book.
Phonological gives each student a learn words with the sentences, students Teacher places
Awareness: sh and a ph digraph endings -ed,- ing by repeat the sentence, students with a
Introduce the card. Teacher says a listening/singing (audio then write the partner to read the
digraphs sh, ph. word and students version) while sentence. Process is clues and math each
Displaying sound raise the correct following along to the repeated with plural animal to a habitat.
big book “At Home”
cards sh, ph. digraph card when endings -s, -es. Discuss answers as a
Teacher then calls
Teacher explains they hear the sh, or students up to place a Decodable Reading: class. Having
how digraphs sh, ph in a word. small sticky note on a Students are each students find words
ph can come at the Decodable Reading: word that has an given a paper copy of with digraphs, ph, sh,
beginning or end of Students are each given ending sound -ed, -ing. the book “Lost and final ending sounds
a word. Teacher a paper copy of the Whole group- Teacher Found”. Teacher -ed, -ing, high
says a word with book “The phantom in uses a routine with places them in frequency words.
the Phonograph”.
the sh, and ph if Teacher places them in three steps to teach
partners and they go Spelling Test: On
students hear the sh partners and they go words with endings-ed,
with their partner to a words from day 1.
or ph they raise one with their partner to a -ing and to blend quiet place in the Transition- When a
hand. Teacher does quiet place in the room words. 1- Associates
room to read the student is done with
with six words. to read the story two sounds and spellings.
story two times and their spelling test
times and then go back 2- Spell words with -
Phonics: Students then go back to their they go get their
to their seats and ed, -ing,. 3- Blend
learn words with seats and highlight writing journals and
highlight the sh, ph sounds to read words.
digraphs sh, ph by
listening/singing
words in the text. Decodable Reading: the -ed, -ing. Plural begin their
Practice Phonics: Students are each given ending sounds -s, -es. vocabulary review.
(audio version) while Vocabulary
Teacher distributes a paper copy of the Vocabulary
following along to
letter cards to book “Shells, Nests, Practice: Review: Students
the big book
“Splash!”. Teacher students. Each bag and other Shelters”. Transition- Students apply knowledge of
then calls students up has letters A-Z. are called by table
Teacher places them in the words by writing
to place a small partners and they go groups to quietly go them in sentences in
Teacher models
sticky note on a word with their partner to a
get their writing their writing
blending a word with
that has a digraph sh, quiet place in the room
journals. journals.
sh, or ph. Teacher to read the story two
or ph. then says a word and Power writing- Academic
Dictate on times and then go back
Students write for
the students use the to their seats and
Talk/Comprehensio
whiteboard: one minute about n: Four corners-
letter cards to build highlight the sh, ph,
Transition- Students what the think the Teacher designates
are called by table more sh, and ph -ed, -ing words in the
words. text. word “prey” means. each corner of the
groups to quietly go
Academic Vocabulary Academic: classroom for
get a white board,
dry erase marker, and Talk/Comprehensio Practice: Review the Talk/Comprehensio focused discussion
eraser. The teacher n: Students are called key words to prepare n: Re-read on one animal form
then says a word by table groups to go for reading “Animal interactive read- this week’s reading.
with digraph sh, ph quietly get an Rhymes” on day 4. aloud poem “Animal Students are asked to
and the students Anthology book and Students can work in Rhymes”. Student think and write about
write the word out turn to page number pairs to write a read, listen, analyze what the animal does
decoding it sound by the teacher says. rhyming couplet poem and identify to survive. One
sound. Such a br-u- Teacher and students about one of the elements of the student from each
sh. Teacher walks re-read the story from poem. Using context corner will share the
animals they have
around room as day 1 “Clever clues to find the discussion with the
students are writing Creatures together”. read about that
includes their key meaning of the word class.
Focusing on the poems
to check for correct in the story about word. For example: “pelt”. Students learn
spelling. animal features. If a snake tries to about rhythm and
Transition- When Teacher assigns small attack me/I’ll run and rhyme. Then look for
done students are groups and one of the jump into the sea. words that rhyme in
called by tables three animals that were Let pairs share their the poem.
groups to put away in the poems. As a
rhymes with the
their materials and sit group they are going to
in their seats. choose one of the class.
Spelling Words: animals features to Academic:
Teacher shows write about. They can Talk/Comprehensio
students their use their Anthology n: Preview and
spelling words of the books or animal books predict. Students
week. Talks about in the classroom as a look the white board
them and then resource. Each group projector as the
display them in the writes three to four teacher reads aloud
spelling words sentences about the the title. Then
pocket chart. feature on a white students predict, and
Decodable Reading: poster paper. Groups
the teacher ask
Students are each present their sentences
given a paper copy of to the class. question such as
the book Swish, “why do you think
Swish, Swish. that?” Teacher then
Teacher places them sets a purpose by
in partners and they saying “Let’s read to
go with their partner find out what
to a quiet place in the animals these poems
room to read the will be about”.
story two times and
then go back to their
seats and highlight
the sh, ph words in
the text.
Transition- Teacher
calls all students to
sit in their seats.
High Frequency
Words: Read and
spell key words:
Teacher displays
new words on
white board
projector. Students
write the words on
cards. Then as the
teacher reads the
words in sentences
as a whole class.
Students hold up
the correct key
word card and
chorally spell the
word when they
hear it. High
Frequency Words-
walk, young, why,
because, more,
than, two, call.

Vocabulary:
Teacher displays
Anthology book
and reads the
vocabulary words
that are in the
sentences. Guiding
students as they
read aloud
sentences with the
vocabulary words
in them. Teacher
shows students
how to look for
context clues to
determine
meanings of words.
Teacher and
students discuss a
definition they
want to remember
the word by and the
teacher writes the
definition of the
three vocabulary
words Recognize,
Recognized,
Attract on the
anchor chart.

Academic
Talk/Comprehensio
n: Transition-
Students are called
by table groups to go
quietly get an
Anthology book and
turn to page number
the teacher says.
Teacher and students
read the story
“Clever Creatures
together”.
Incorporating
academic talk, and
shared reading.
Differentiatio ELL- Provide Above level- Read ELL- Provide Below level- ELL- During the
n worksheets with along. Student read students with Students struggling academic talk
additional practice page by page. Then sentence frames with with plural ending -s, activity “four
on identifying chime in by raising the words jump, lift, -es are pulled out of corners” place all the
context clues for their hands to new splash to practice the classroom to ELL students in a
underlined words. words they already final endings -ed, - work with a para- group together.
Below level- know the meaning ing. For example, educator to practice Teacher assigns roles
Students can blend too. Yesterday, I jumped. their skills. and monitors the
the s and h separately On level- Read Now I am jumping. discussion topic.
instead of together. Students track Above level- Students Making sure that all
recognizing the /sh/ the print as we re-read Below level- Students describe elements of a students have a turn
sound. Teacher can the story together. that have difficulty poem. What words assuming each role.
display words (crash, Below level- Students adding final endings rhyme, order of words,
fish, swish, splash) do a picture walk with -ed, -ing. Teacher word choice (which Above level- Draw a
with the /sh/ and a classmate at their displays a three- words help you picture of one of the
students hold their table before whole- column chart with the understand what clever creatures using
hands apart when class reading. header words final e, d, animals look, sound, its features to scare off
they hear /s/ or /h/ i, ng. First column smell, and feel like. a bird predator.
and crash their hands teacher writes the
together when they words bang, rust, kick.
hear /sh/. Students fill the rest
with words with final
sounds. Then students
chorally blend the
words.
Required sh, ph digraph Sh, ph digraph cards, -ed, -ing digraph -ed, -ing digraph Vocabulary word
Materials, cards, big book high frequency word cards. Vocabulary cards. Plural ending cards, writing
Handouts, “Splash” and audio cards, decodable word cards, big book cards -s, -es journals, spelling test
Text, Slides, song, post-it notes, book, highlighters, “At Home” and Vocabulary word worksheets, pencils,
and spelling words anthology books, audio song, post-it cards, writing paper. high
Technology pocket chart, white poster paper, notes, projector for journals, decodable frequency words,
decodable book pencils, projector for (white board), book, highlighters, Anthology books,
“Swish, Swish, (white board), beanbag, pencils, white boards, dry interactive read-
Swish, anchor decodable book, erase markers, aloud, projector for
chart, vocabulary highlighters. erasers, pencils, (white board).
 words, high projector for (white
frequency words, board), interactive
Anthology book, read-aloud, high
white boards, dry frequency words.
erase markers,
erasers, projector
for (white board),
Ell worksheets.
Instructional Morning warm-up, Morning warm-up, Morning warm-up, Morning warm-up, Morning warm-up,
and Big book, big book building words with Big book, big book interactive read- working in groups,
Engagement audio sing-along, letter cards, working audio sing-along, aloud, white boards, working with a
Strategies white boards, in groups, working interactive read- working with a partner. Using a
decodable book, with a partner. Using aloud, white boards, partner. Using a variety of materials.
Using a variety of a variety of decodable book, variety of materials. Students will be
materials. Students materials. Students Using a variety of Students will be constantly moving,
will be constantly will be constantly materials. Students constantly moving, thinking, and
moving, thinking, moving, thinking, will be constantly thinking, and collaborating with
and collaborating and collaborating moving, thinking, collaborating with each other.
with each other. with each other. and collaborating each other.
with each other.
Formative White board Poster board writing White board White board Spelling test, thumbs
Assessments dictation prompt assessment, dictation assessment, dictation assessment, up, Thumps down
assessments, Digraph letter card thumbs up, Thumps thumbs up, Thumps assessment, when
thumbs up, building, thumbs up, down assessment, down assessment, collaborating with
Thumbs down Thumbs down when collaborating when collaborating classmates,
assessment, when assessment, when with classmates, with classmates, observations.
collaborating with collaborating with observations. observations.
classmates, classmates,
observations, observations.
Summative,
Post-
Assessment