Unit Overview - Tewksbury Township Schools



|Unit Overview |

|Content Area: English Language Arts |

|Unit Title: Phonological Awareness Timeline: Ongoing |

|Target Course/Grade Level: First Grade |

|Unit Summary: Phonological Awareness instruction will offer students a strong understanding of the sounds in spoken language, an essential |

|concept before students can understand written language. Throughout the year students will receive multiple opportunities to experience oral |

|language. Phonological awareness is not an innate skill and therefore must be acquired through training and practice. The path to phonemic |

|awareness is sequential and occurs in five stages. Phonemic instruction prepares students to learn about their letter symbols in phonics. |

|Primary interdisciplinary connections: Technology, Speech and Language |

|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: Phonological Awareness |

|Standard # | Standards |

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

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

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

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

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

|Unit Essential Questions |Unit Enduring Understandings |

|What makes one word sound different than another? |Phonemic awareness includes the ability to isolate, blend and manipulate|

|How can I put sounds together to make a word? |sounds in spoken words. |

|How can I manipulate sounds? |Ones understanding of the spoken word is developed through phonemic |

| |awareness. |

| |Phonemic awareness is a prerequisite and necessary for phonics work to |

| |be effective. |

|Unit Learning Targets |

|Students will ... |

|Identify and create a series of rhyming words. (RF.1.2.a) |

|Identify the word that does not rhyme in a series (oddity task). (RF.1.2.a) |

|Identify words with matching initial, medial and final sounds. (RF.1.2.d) |

|Blend syllables to make words. (/ta/-/ble/) (RF.1.2.b) |

|Blend onset/rimes of words. (/p/-/an/) (RF.1.2.b) |

|Blend individual phonemes to create words. (/s/-/a/-/t/) (RF.1.2.b) |

|Segment words into syllables. (RF.1.2.d) |

|Segment words into onset/rime. (RF.1.2.d) |

|Segment words into individual phonemes. (RF.1.2.d) |

|Isolate and produce initial, medial vowel and final sounds in words. (RF.1.2.d) |

|Add, delete, or substitute initial, medial, final syllables and sounds to create new words. (e.g. cow to how, cat to can) (RF.1.2) |

|Listen and identify the number of syllables in a word. (RF.1.2) |

|Distinguish long from short vowels. (RF.1.2.a) |

|Demonstrate understanding of the organization and basic features of print including that text is read left-to-right, top-to-bottom |

|(directionality), first word, capitalization and ending punctuation. (RF.1.1.a) |

|Learning Activities |

|Sound/picture/objects sorts |Word building puzzles |

|Matching/memory games |Word ladders |

|Literature and rhymes |Syllable sorts |

|Clapping and tapping activities/games |Sound boxes/chips |

|Sorting stamped images |Poems and songs |

|Word families |Word pairs |

| |Sound hunts/sound detectives |

|Evidence of Learning |

|Formative Assessments |

|Student participation |Work station checklist/folders |

|Anecdotal records |Performance tasks: sorting, literacy centers |

|Teacher observation | |

|Summative Assessments |

|Phonological Awareness Inventory |

|RESOURCES/TECHNOLOGY |

|Teacher Instructional Resources: |

|Project Read: Phonology |

|Read Aloud/Mentor Texts |

|Poems/songs |

|Calkins Units of Study/Curricular Plans |

|Beginning to read: Thinking and learning about Print by M.J.Adams |

|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 |

|Phonics from A to Z: A Practical Guide by Wiley Blevins |

|The Complete Phonemic Awareness Handbook, by Anthony Fredricks |

|Phonemic Awareness in Young Children, Marilyn Adams, Barbara Foorman, Ingvar Lundberg, Terri Beeler |

|Florida Center for Reading Research |

|Literacy Leaders by Sheila Clark-Edmonds, Yopp & Yopp |

|Integration of Technology: |

|interactive whiteboard (SMARTBoard) |

|websites |

|computers |

|document camera (Elmo) |

|Technology Resources: |

|Click the links below to access additional resources used to design this unit: |

| (online pin board) |

| (open marketplace) |

| (worksheets, activities, etc.) |

| (free computer games and activities) |

| (free systematic & interactive website) |

| |

| (list of phonemic awareness activities) |

| |

| |

| (**interactive games) |

| (teacher resource) |

| (computer-based intervention program) |

| (Fast Forword – computer-based intervention program) |

|Opportunities for Differentiation: |

|Learning centers/stations (specific to level of phonemic awareness stage) |

|Flexible grouping |

|VAKT modeling |

|Leveling of sorting activities |

|Teacher Notes: |

|Phonemic Awareness instruction includes the teaching of: phoneme isolation, phoneme identity, phoneme categorization, phoneme blending, phoneme|

|segmentation, phoneme deletion, phoneme addition, and phoneme substitution. |

|All segmenting and blending activities should include consonant blends, diagraphs and diphthongs of most one-syllable words. |

|Science and Social Studies content should be integrated into appropriate ELA lessons. |

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