ITL 512 VanDunk

STAGE 1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes

Teacher: Jaida VanDunk Grade/Subject: 1st Grade/ELA

TARGET: Unpack Your Standard

Part 1: My Standards, Goals and Outcomes
Academic Standards: Cite your standard

- CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
 Ex: Long /a/ vs. Short /a/
b. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
- CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words
both in isolation and in text.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel
sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into
syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words

*Highlight the main idea/knowledge (what)           *Underline the skills/verbs (how)

Big Questions (Questions Knowledge (Concepts to be Skills (What you will

to frame student learning) understood and applied) explicitly teach)

1. (previously learned 1. (Previously learned 1. Correctly

info being applied) info being applied) identifying /a/
What does a When are short /a/ sounds
SHORT /a/ sound sounds used 2. Correctly blending
like 2. When are long /a/ phonemes in single
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2. What does a sounds used and double syllable

LONG /a/ sound 3. Identifying words
like? ay, ae, ei syllables with 3. Correctly
“clapping” identifying syllables
in word (single and
double syllable
words)

Student Learning Goal: State your Goal for the students to share

Student Social-Emotional Goal (LEARNER):

 Students are able to work with partners while staying engaged with task and
following expectations
 Students who struggle are able to ask partners and teachers for help
 Students who struggle are able to manage frustration and impulsivity
 Students stay focused and engaged/participate during group carpet time

Barriers to learning (LEARNER): (level of literacy; language proficiency levels; funds of

knowledge; attention span)
 Students who shave struggles previously with basic foundations of phonics
 Students who are working on controlling impulsivity may distract others if they lose
focus
 Not all students share the same experiences  making sure that all students are able
to connect to story in some way to maintain interest/engagement
 Students with s separate first language who may only know the name of a visual in
their language

Common Misconceptions (LEARNER & TARGET): (Subject-matter specific; Related

to academic standard; Knowledge gaps; Student confusion; multiple meanings; cultural
differences; misunderstand)

 Likely that, in the beginning, students will confuse short /a/ sounds with long /a/
sounds
 Identifying single syllable and two syllable words

Part 2: My Class
My Classroom Composite: (TEACHER & LEARNER):   Whole group (Broad needs of
students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
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 Ensuring that students are progressing and being appropriately supported

 Clear expectations for students on what they are working on

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)

Focus Student #1: Special Needs (IEP Focus Student #2: English Language learner
Goals; 504; SST) (ELL); Standard English Learner (SEL)
1. During small group time, IEP
students will get an extra 1. During small group time, ELS
opportunity to work decoding students will get an extra
words with teacher and/or aide opportunity to work decoding
2. If students struggle to write during words with teacher and/or aide
assessment, will have the 2. If students struggle to write during
opportunity to complete assessment, will have the
assessment 1:1 with teacher opportunity to complete
verbally or through illustration assessment 1:1 with teacher
3. Assessment can be done 1:1 if verbally or through illustration
needed 3. Assessment can be done 1:1 if
4. During assignment, student story needed
can be 1-3 sentences rather than 3- 4. If students struggle with translation
5 of image to print, teacher will help
with translation. Student can write
the word in their native language in
addition to English as well.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of 1. Visuals included in lesson will incorporate images
Representation that are meaningful and understood across multiple
(modeling & practice)
cultures
Think about at least three ways you
2. Opportunity to work in assigned pairs that will
can represent this concept: video,
role play, manipulatives. benefit students
3. Incorporating student interests into assignment (so if
all students show interest in animals, choose visuals
and assignments that incorporate animals)

Multiple Means of Engagement New knowledge will be taught/Introduced through:

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At least three ways your students 1. Visuals (images presented alongside new words)
will understand, internalize, 2. Online applications during practice (ex: iReady
appropriate: prior knowledge, Reading)
group work; technology; graphic 3. Online Video Resources (ex: John Hartman songs
organizer; dyads or triads
played in background during activity time)
4. Opportunity to engage with classmates

Multiple Means of Expression Students will have the opportunity to show their knowledge:
(practice & assessment) 1. Orally
At least three ways your students 2. Visually (Through activity after all-class review)
will show you what they know: oral
3. End of the week spelling test (long /a/ sounds)
presentation; written report;
research; technology-mediate
projects; debates; simulation; quiz,
exit ticket

Managing the Classroom 1. After group practice and activity, students will have the
Environment opportunity to work with a partner if class does a good
job following expectations up to that point.
 This will be determined with 3 strikes. If
students get 3 strikes before practice time,
they will not be able to work with partners. If
they get two strikes, they will be able to work
with a partner from their group. If they get
one strike they will be assigned partner
(assigned by Popsicle stick jar). If they get no
strikes, they will get to choose their partners.
2. When working with a partner (during partner
work/practice, maintain a level 1-2 voice level)
3. When working with a partner, conversations end with
chime of teacher bell or Attention Getter (Ex: Everybody
Stop! Hands on top)
4. During group reading/carpet time, kiddos need to be
sitting “criss-cross applesauce” (expectation can be
adjusted to meet needs of students with physical
disabilities)
5. Students may show respectful/appropriate jazz hands (not
in another student’s personal bubble) if they agree or like
something that another student says during group
reflection.
6. Student helper (changes weekly for class jobs) sits in
special chair next to teacher during carpet time and
chooses names from Popsicle stick jar.
7. Students will be assigned to different table groups;
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students can earn points for their group by setting a good

example and following expectations.
8. If class does well as a whole, they can earn points towards
a class party (class dojo, marble jar, etc.)

STAGE 2: TEACHING
DAILY AGENDA: What will you use to manage daily instruction?

What is your Learning Map sequence for Day 1?

1. Opening (25 Min): Review and Carpet Work

a. Quickly review words with SHORT /a/ sounds. Ask students for examples. Ask
students when they use a short /a/ sound (when there is one vowel in a word)
b. Introduce LONG /a/ sounds (ay, ae, ei) to students and provide examples of words
with that sound with visual (ex: sound out H/A/Y with photo of a haystack). Ask
“when do you think LONG /a/ sounds are used, if SHORT /a/ sounds are used when
there is only one vowel at the beginning or in between two consonants?”
c. Show the students words (written in advance) on board. Let them know that as a
class, you will sound out the words together. As I point to a letter, children will
sound out each letter; after each letter has been sounded out, the class will
pronounce the full word (ex: D/O/G DOG).

Train Cape Lake Make Take

Lay Hay Bay Stay Clay
Away Always Okay Brave Plane
Stay Play Wait Afraid Made

d. Repeat for each word.

e. After practicing each word, let students know that I will clap while repeating a
word twice. After clapping/repeating the word twice, they will quietly hold up one
or two fingers for the amount of syllables they heard.
2. Activity (45 Min-1 Hour): Long /a/ Stories
a. Each child will be provided a card with a photo of an object/animal/etc. (will keep
student interests and cultures in mind/ provide photos that will likely be known
universally)
b. On a piece of paper, students will have to (1) Write correct spelling of image (So if
it’s a fish, write FISH) (2) Write a 3-5 sentence story including the word (3) Draw
an image for their story.
3. Practice (30 Min): Partner Work or Independent Work (dependent on class behavior)
a. Read Aloud to partner
b. Partner Flash Cards (Card has image with word under; Sound out word) Take turns
sounding out words with each other
c. Memory Game (Word matching image)
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d. Phonics Worksheet
e. Online Applications (iReady, Spelling City, Etc.)
4. Closure (15 Min): Group Reflection
a. Students chosen from popsicle stick jar to share 1 thing they did like about the
lesson, 1 think they didn’t like
b. Second review of words on board as a group

What materials will you use?

1. Chromebooks (For student online learning/games/independent

work/rewarded time)
2. “Pete the Cat” book
3. Craft Materials (markers, pens, pencils, tape, crayons, staplers)
4. Craft Stick Name Jar
5. Marble Jar (for rewards)

How will you assess student learning?

- Formative Assessment: Small group reading/review of long /a/ sounds and syllables.
Noting students who are progressing or struggling for individual 1:1 support.
- Summative Assessment: End of week spelling test with words introduced at the
beginning of the week