Unit Name/ Topic: Skills Unit 2

Anticipated Time Allotted for Unit:

21 - 23 days

Key Vocabulary:

Common nouns proper nouns  

Vocab per story

NYS Learning Standards:

Ask and answer questions about key details in a text. [RL.1.1]

Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]

Describe characters, settings, and major events in a story, using key details. [RL.1.3]

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

Identify who is telling the story at various points in a text. [RL.1.6]

Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]

With prompting and support, read prose and poetry of appropriate complexity for grade 1. [RL.1.10]

Demonstrate understanding of the organization and basic features of print. [RF.1.1]

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [RF.1.1a]

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]

Distinguish long from short vowel sounds in spoken single-syllable words. [RF.1.2a]

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [RF.1.2b]

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. [RF.1.2c]

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d]

Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

Decode regularly spelled one-syllable words. [RF.1.3b]

Know final –e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

Read grade-level text with purpose and understanding. [RF.1.4a]

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b

Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) [SL.1.6]

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [L.1.1]

Use common, proper, and possessive nouns. [L.1.1b]

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [L.1.2

Capitalize dates and names of people. [L.1.2a]

Use end punctuation for sentences. [L.1.2b]

Use commas in dates and to separate single words in a series. [L.1.2c]

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [L.1.2d]

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. [L.1.2e]

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

Content/ Skills Taught:

Decoding, segmenting, blending, story elements, sequencing

See learning standards

Long vowels  ee a-e   i-e     o- e      u-e

Trick words

Areas for Differentiated Instruction:

Additional support as suggested by CKLA lesson.

CKLA K reader “Scott”

Learning Activities:

Daily lessons form CKLA

Assessments:

Teacher resource progress monitoring sheets  TR 5.4  10. 3 & 15.3

Pausing point 7, 9, 16 , 23,24,25, 39, 42

Assessments 18.1 , 18.2 & 19

teacher observation

activity book

Resources:

CKLA Amplify Unit 2