Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: English Language Arts |
|Unit Title: Phonics/Word Recognition Timeline: Ongoing |
|Target Course/Grade Level: Second Grade |
|Unit Summary: Students will be immersed in phonics instruction. Phonics instruction connects the sounds of language (phonemes) to the written |
|symbols (graphemes) that represent them. Phonics instruction is commonly understood as the sound-symbol relationship. Students will also |
|learn additional sight words, words that are not phonetically based and are instructed through various modalities that support memorization and|
|automaticity. |
|Primary interdisciplinary connections: Technology, Speech and Language, Spelling |
|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills; -flexibility |
|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |
|Anchor Standards: |
|Reading Foundational Anchor Standards are not recognized in the Common Core. |
|Learning Targets/Activities |
|Domain: Foundational Skills |
|Cluster: Phonics and Word Recognition |
|Standard # | Standards |
|RF.2.3 |Know and apply grade-level phonics and word analysis skills in decoding words. |
|RF.2.3.a |Distinguish long and short vowels when reading regularly spelled one-syllable words. |
|RF.2.3.b |Know spelling-sound correspondences for additional common vowel teams. |
|RF.2.3.c |Decode regularly spelled two-syllable words with long vowels. |
|RF.2.3.d |Decode words with common prefixes and suffixes. |
|RF.2.3.e |Identify words with inconsistent but common spelling-sound correspondences. |
|RF.2.3.f |Recognize and read grade-appropriate irregularly spelled words. |
|Unit Essential Questions |Unit Enduring Understandings |
|Why is letter-sound correspondence important in reading and writing? |Understanding spelling patterns rules helps us spell and read unknown |
|How do readers use their phonics knowledge to help decode and |words. |
|comprehend text? |Readers must know and apply phonics and word analysis skill to decode |
|Why is it important to know grade level words with automaticity? |print with automaticity to better comprehend text. |
| |Phonics leads to improved reading and writing with better accuracy, |
| |decoding, spelling and reading comprehension. |
|Unit Learning Targets |
|Students will ... |
|Read regularly spelled one syllable words correctly by distinguishing long and short vowels. (RF.2.3.a) |
|Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols for vowel patterns (eg. ai,/ay, ea/ ee,/ei/ey, ie/igh, oa/oe/ow, |
|ue/ui, ) and diphthongs (eg. au/aw, ou/ow, oo/ew, oi/oy) (RF.2.3.b) |
|Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols for r controlled vowels (eg., ar, ir, er, ur, or) (RF.2.3.b) |
|Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols for beginning and ending consonant blends and clusters (eg., st, |
|str, sp, spl, sc, scr, -lk, -ft,) (RF.2.3.b) |
|Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols for silent letter combinations (eg. kn, wr, gn, -mb, -lk, -mn). |
|(RF.2.3.b) |
|Apply knowledge of sound symbol relationships to correctly read words with, diphthongs, vowel teams, r-controlled vowels, diagraphs, consonant |
|blends and clusters, and silent letter combinations. (RF.2.3.b) |
|Read regular two-syllable words with long vowel sounds (eg., even, paper, teacher). (RF.2.3.c) |
|Decode words with common prefixes and suffixes such as un, re, mis, dis, over, under, -ed, -er, -ing, -es, -y, -est, -ly, -ier, |
|-iest.(RF.2.3.d) |
|Identify common irregularly spelled words (eg., bread, love, would, could, their, there, none, both). (RF.2.3.e) |
|Read grade appropriate irregularly spelled words. (RF2.3.f) |
|Learning Activities |
|Sound/picture/objects/word sorts |Word building puzzles |
|Matching/memory games |Word ladders |
|Literature and rhymes |Syllable sorts |
|Clapping and tapping activities |Elkonin boxes |
|Sorting stamped images |Poems and songs |
|Bingo, tic-tac-toe games |Word wall activities/games |
|Word family activities |Literacy centers |
|Phonetic storybooks |Making words |
|Sand trays/wiki sticks |Dictation |
|Tracing of sight words (VAKT) |Flexible grouping |
|Word work/spelling |Modeling |
|Morning message |Guided Reading small group lessons |
| |Earobics |
|Evidence of Learning |
|Formative Assessments |
|Student participation |Work station checklist/folders |
|Anecdotal records |Checklists |
|Teacher observation |Dictation |
|Performance tasks: sorting, literacy centers |Completed worksheets |
|Summative Assessments |
|DRA |
|WAWA (Word Awareness Writing Activity – letter/sound identification and phonics)/Developmental Spelling Assessment |
|Johnston Primary |
|Post sight word assessments |
|Running Records miscue analysis |
|RESOURCES/TECHNOLOGY |
|Teacher Instructional Resources: |
|Project Read: Phonology |
|Read Alouds/Mentor Texts |
|Poems/songs |
|Calkins Units of Study/Curricular Plans |
|Reading First by Creative Teaching Press |
|Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press |
|Phonemic Awareness Handbook by Anthony D. Fredericks |
|Making Words, Cunningham, Hall and Heggie |
|Words Their Way: Pearson Learning Group |
|Phonics from A to Z: A Practical Guide by Wiley Blevins |
|High-Frequency Words: Stories & Activities; Evan-Moor Publishing |
|Integration of Technology: |
|SmartBoard |
|Earobics |
|Technology Resources: |
|Click the links below to access additional resources used to design this unit: |
| Resource of academic information to assist teacher in evaluating their own teaching methods for reading instruction. Some |
|resources for use with students in the classroom. |
| Electronic bulletin board that has endless resources for all components of teaching reading. You have to navigate through |
|the various resources. |
| Resources for supporting your reading workshop classroom. Some free, most cost a low fee that goes directly to the |
|teacher who posted the resource. |
| Free resources to utilize during center work or independent work. Includes games, worksheets and self directed learning|
|resources. |
| Multiple articles, lessons, and computer resources to support teaching phonics, phonemic awareness and |
|comprehension strategies. |
| A variety of phonics games to play on the computer. |
| This is a game that reads a second grade sight word and student presses on word on bingo board.|
|If correct a marker covers the word. When bingo is made the game board “celebrates”. |
| Student is given a sight word to spell. Letters for that word are floating around the board.|
|Student drags letters into box. When correct screen celebrates. |
| Variety of online resources to assist with lessons with students struggling to learn phonetic sounds. |
| Many resources and articles on phonics and phonemic awareness.|
| Website with various games to reinforce specific phonics lessons. |
| Variety of phonics games with immediate feedback on correctness. |
| Various games to support what a student understands about phonics. |
| Visual game utilizing phonemic awareness along with phonics. Can be played on various |
|ability levels. |
| A variety of fun phonetic games for children to play independently. |
|Opportunities for Differentiation: |
|Learning centers/station (specific to level of phonetics instruction) |
|Flexible grouping |
|VAKT modeling |
|Leveling sorting activities |
|Assign wordwork based on phonics needs. |
|Teacher Notes: |
|Phonics instruction must be instructed in a systematic and explicit manner to be effective. |
|Phonics instruction must follow a logical sequence that introduces simple and common relationships and builds in complexity. |
|Sight word instruction is supported through various strategies such as rainbow writing and repeated word wall games/activities. |
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