Language Arts / Reading

Technology Integration Unit

Joy Jensen
Summer 2010

Stage 1 – Desired Results

Content Standard(s):

ELA1R2 The student demonstrates the ability to identify and orally manipulate words
and individual sounds within those spoken words. The student

a. Isolates beginning, middle, and ending sounds in single-syllable words.

b. Identifies onsets and rimes in spoken one-syllable words.

c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change
smile to mile; change cat to cap).

d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and
cane).

e. Orally blends two to four phonemes into recognizable and/or nonsense words.

f. Automatically segments one-syllable words into sounds.

ELA1R3 The student demonstrates the relationship between letters and letter
combinations of written words and the sounds of spoken words. The student

a. Automatically generates the sounds for all letters and letter patterns, including long and short
vowels.

b. Applies knowledge of letter-sound correspondence to decode new words.

c. Reads words containing consonant blends and digraphs.

d. Reads words with inflectional endings.

e. Reads compound words and contractions in grade appropriate texts.

f. Reads words containing vowel digraphs and r-controlled vowels.

g. Uses spelling patterns to recognize words.

h. Applies learned phonics skills when reading and writing words, sentences, and stories.

ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and
expression. The student

a. Applies letter-sound knowledge to decode quickly and accurately.

b. Automatically recognizes additional high frequency and familiar words within texts.

c. Reads grade-level text with appropriate expression.

d. Reads first-grade text at a target rate of 60 words correct per minute.

e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-
level text.

Understanding (s)/goals Essential Question(s):

Students will understand that:
• Monitoring their reading and
writing, will build fluency and self
correction rates.
• The standards/ essential
ideas/questions in terms of the
unit.
• Why do we need to use the pictures, the
meaning of the story, the punctuation and
the sounds of letters to read smoothly?
• How can I monitor my reading?
• Why does it matter if I read smoothly?
• How do I change parts of a word to make
a new word?
• How can I figure out the difference
between long and short vowel sounds in
words and why is it important to know the
difference?
• How can I use punctuation to read more
smoothly?
• How can I blend sounds to make new
sounds and words?

Student objectives (outcomes):

Students will be able to:
• To read fluently and with a high level of accuracy:
• The students will develop the strategies necessary to decode and process unfamiliar text
using a combination of the three different cuing systems.
In addition, students will:
• Know the name and sound for each letter
• Recognize grade level sight words with automaticity
• Create new words using rhyme or onset from a know word.
• Demonstrate the ability to monitor and self correct their own reading when errors occur
• Blend sounds together to create blends, diagraphs and one syllable words.
• Distinguish between short and long vowel words.
• Decode unfamiliar words using knowledge of already mastered words.
• Utilize punctuation to read with fluency and expression.
• Combine cuing systems to monitor and self correct their own reading.
 • Recognize grade level appropriate high frequency words with automaticity.
• Read grade level text fluently and accurately.
Stage 2 – Assessment Evidence
Performance Task(s):
• Every other lesson, the new book reading •
(Activity 3) will be tape recorded and
played back to the student for discussion
and analysis. The student will use the
self assessment provided in Attachment 4 •
to assess their reading fluency and
phrasing.
• At the beginning of each week, we will
review the stories for the previous week
using the Breakthrough to Literacy
software
(http://www.breakthroughtoliteracy.com/
), noting progress in letter sound
association and in length and complexity
of each story.
• Students will read daily in novel leveled
texts on the Breakthrough to Literacy
Software
(http://www.breakthroughtoliteracy.com/
), write daily in their digital journal using
Kid Pix
(http://en.wikipedia.org/wiki/Kid_Pix),
create story puzzles to reconstruct using
their story on the BBC Website, make
and break words using magnetic letters
and on the Scholastic Website
(http://teacher.scholastic.com/clifford1/fl
ash/vowels/index.htm), create a digital
alphabet book with letters and associated
keywords for each letter, and practice
monitoring their own reading and writing
throughout each lesson. Teacher and
students will review the students’
progress using the rubric (Attachment
#5).
Other Evidence:
Diagnosis will involve an individual
pretest and posttest using all
portions of the battery listed below:
Assessment #1 Running Record
(See Example Attachment # 1):
*This particular assessment is
patented and widely used, however
absolutely necessary for the purpose
of observation. This format is the
most effective observational tool
available for analyzing children’s
reading behaviors and its use is not
meant to be viewed as plagiaristic
or false representation in any way.
Students will read a novel text
utilizing phonemic information,
meaning derived from the semantics
as well as the structure of a story.
• Assessment #2 Letter/ Sound
Knowledge (See Attachment 2):
Students will name each letter and
its associated sound and give an
example of a key word for each
letter.
• Assessment #3 Make and Break
(See Attachment 3); Students will
create new words using known
words, first as guided by the
instructor then on their own. This
task involves the student
manipulating magnetic letters to
create new words from known
words using sets of letters, either
provided by the teacher (very
supportive) or selected from the
entire alphabet by the student (more
independent).
 • Assessment #4: Fluency Self
Assessment: (see Attachment 4)
(the first tape recorded reading will
serve as our baseline and will be
used throughout the lessons to
gauge progress, strengths and
weaknesses).

• Assessment #5: Unit Rubric (See

Attachment # 5)

• This battery of assessments will

guide the lesson focus and the
amount of time spent on subsequent
activities. They will be given at the
close of each week to guide the
following week lessons.

• For example, a student that has

mastered all letter names, sounds
and keywords, will not be creating
an individual digital alphabet book,
while those who k now only half
their letters will spend a large
portion of their lesson on this focus,
initially. The activities listed in this
assignment will be utilized
differently for each individual
student, depending on their results
from this pretest and subsequent,
ongoing formative assessments
throughout the unit.

Stage 3 – Learning Plan

Technology Based Learning Activities:
Activity 1: Students will begin the lesson by rereading familiar stories using Breakthrough to
Literacy Software (http://www.breakthroughtoliteracy.com/), to practice new strategies and
concepts and fine tune their fluency and phrasing. Teaching points come from errors and
points in the text when students have no strategies to employ.

Activity 2: Next students will add a letter to their digital alphabet book, first writing or drawing
the upper and lower case letter using Kid Pix (http://en.wikipedia.org/wiki/Kid_Pix) then they
will draw a picture of an associated keyword of their choosing. Example of this digital alphabet
format is available at (http://www.jsd.k12.ak.us/hbv/classrooms/fontanella/fontanejalph.html) .

Activity 3: Next students will read a new story on their level following a brief new book
introduction which gives them a hook into the story prior to the first reading, using
Breakthrough to Literacy Software (http://www.breakthroughtoliteracy.com/). During the
initial reading, no assistance is provided by the teacher and a running record is given to assess
accuracy ad strategy usage.

Activity 4: Student will write a sentence in their digital journal using Kidpix
(http://en.wikipedia.org/wiki/Kid_Pix). They will use letter sounds and known sight words to
compose this sentence.

Activity 5: Student will put together a cut up version of their sentence on the BBC website
(http://www.bbc.co.uk/skillswise/words/grammar/sentencebasics/whatisasentence/flash4.shtml.

Activity 6: Student will practice making and breaking words using the Scholastic Website
(http://teacher.scholastic.com/clifford1/flash/vowels/index.htm). They will build on known
words and sounds to create new words.

Direct Instruction:
Activity 1: Podcast #1 Making Words. This podcast will be used at the beginning of the unit to
teach the children how to make new words using magnetic letters. Following the Podcast, the
students will utilize magnetic letters on an individual baking sheet to practice this concept first
whole group, then individually. This Podcast will also be available on the class website for use
at home.

Activity 2: Podcast #2 Reading Strategies. This Podcast will be used at the beginning of the
unit to introduce effective reading strategies. Following the Podcast, the teacher will model
these different strategies using a big book, and then allow the children to practice them in a
new book on their level. This Podcast will also be available on the class website for use at
home.

Activity 3: Following the new book reading, we will discuss the areas of difficulty, practicing
alternate strategies to correct the miscues and practicing these strategies within the text.

Activity 4: For words the student has difficult with, the teacher will provide sound boxes drawn
above the writing and model and guide the student to slowly articulate the words as they run
their finger under the boxes, repeating this task until all boxes have been filled.

Activity 5: The teacher will write the students sentence on a sentence strip and then cut it in
precise spots to provide opportunities for letter chunk associations to begin to form.
For example: I / am / go/ing / to / go/ to/ the/ p/oo/l / in/ the/ m/or/n/ing.

Activity 6: make and break will be supported using the game Chicken Stacker at PBSKIDS.
ORG http://pbskids.org/lions/games/stacker.html

Homework:
Students will read three known stories each night to a parent.
Students will visit Starfall. Com http://www.starfall.com/ and PBSKIDS.COM
http://pbskids.org/ each evening to play the different literacy building activities.

Students will reconstruct their cut up sentence from activity 5 and glue it on a piece of paper.
The story comes home cut up in an envelope each evening.
 ATTACHMENT 1

http://www.readinga-z.com/newfiles/levels/runrecord/runrec.gif
*This particular assessment is patented and widely used, however absolutely necessary for the
purpose of observation. This format is the most effective observational tool available for
analyzing children’s reading behaviors and its use is not meant to be viewed as plagiaristic or
false representation in any way.
 ATTACHMENT 2

Letter / Sound Recognition

Name:
Date:
Letter ID
Aaa Bb Cc Dd Ee Ff Ggg Hh II Jj Kk Ll Mm
Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Letter Sounds
A b c d e f g h I j k l m n o p q r s t u v wx y z
Key Words Per Letter
A b c d e f g h I j k l m n o p q r s t u v wx y z

Letter ID:

Letter Sounds:

Key Words Per Letter:

Additional Observations:
 ATTACHMENT 3

Making and Breaking

Name:
Date:
Reading Replaced Onset:
Known Word:_______
Letter Replaced:______________________
# Read Correctly:_____________
Creating / Reading Replaced Onset:
Known Word:_______
Letters Supplied to Replace the onset:______________________
# Created / Read Correctly:_____________
Creating / Reading Replaced Onset:
Known Word:_______

# Created / Read Correctly:_____________

Additional Observations / Pattern of Growth:

 ATTACHMENT 4

Yes No
Reading Self Assessment
Name:
My reading is smooth:

I fixed my mistakes:

I read with expression:

My reading made sense:

My reading was interesting to

listen to:
 ATTACHMENT 5

Rubric for Overall Understanding:

First Grade Reading Rubric
Name:

CATEGORY Not Evident -1 Emergent-2 Progressing-3 Mastered-4

Fluency and Reading is choppy Some fluent and Most of the reading All of the reading is
Phrasing and difficult to phrased passages is fluent and phrased fluent and phrased
understand, are observed with with some with good
phrasing and little expression. expression. expression.
expression are not
evident.
Letter and No letters, sounds or All letter names are All letter names are All letter names are
Sound key word known, some letter known, all letter known, some letter
Identification associations are sounds are known, sounds are known, sounds are known,
known. and some key word and some key word and all key word
associations are associations are associations are
known. known. known.
Making and Student is unable to Student is able to Student is able to Student is able to
Breaking read new word read some new read all new words read all new words
Words when onset is words when onset is when onset is when onset is
changed by teacher. changed by teacher. changed by teacher. changed by teacher.
Student is unable Student is unable Student is unable Student is able
create new words on create new words on create new words on create new words on
their own. their own. their own. their own.
Accuracy and Reading accuracy is Reading accuracy is Reading accuracy is Reading accuracy is
Self below 80% and Self between80% and between90% and between95% and
Correction correction not 90% and Self 95% and Self 100% and Self
evident. correction is at a correction is at a correction is at a
rate of 1:4 or higher. rate of 1:3 or higher. rate of 1:2 or higher.
Use of Use of multiple Use of multiple Use of multiple Use of multiple
Multiple cuing systems is not cuing systems is cuing systems is cuing systems is
Cuing evident in errors or evident in some evident in some evident in all errors
Systems self corrections. errors but not in self errors and in some and in all self
corrections. self corrections. corrections.

Goal for mastery: 15 – 20 points