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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