K-12 Blended and Online Learning

Matthew Hall Summer 2014

Name of Unit/Course: 1st Grade Reading/Language Arts Unit R

Overall Unit Information (Required for MOOC participants)
Unit or Course
Goal(s)

1st Grade ELA Unit R During this unit, students will review standards taught at the end of
their Kindergarten year. This unit was developed as an introductory unit to begin the new
1st Grade year and will help students refresh their prior knowledge of English/Language
Arts.

Self-Check
See A1

1. Learner will be able to distinguish consonant sounds for v, y, q, z, d, l, h, c, p, n, x, f, b,

g, r, w, k, j, m, s, t as aligned in Unit R with at least 80% accuracy on the Success Tracker
Unit R Test.
2. Learner will be able to distinguish short vowel sounds for i, u, e as aligned in Unit R with
at least 80% accuracy on the Success Tracker Unit R Test.
3. Learner will be able to decode set CVC, CVCe, and CVCC words as aligned in Unit R
with at least 80% accuracy on the Success Tracker Unit R Test.
4. Learner will be able to decode set High Frequency words as aligned in Unit R with at
least 80% accuracy on the Success Tracker Unit R Test.
5. Learner will be able to distinguish certain story elements such as plot, setting, main
idea/details, and characters as aligned in Unit R with at least 80% accuracy on the
Success Tracker Unit R Test.
6. Learner will be able to distinguish certain elements that determine genre of Realism or
Fantasy as aligned in Unit R with at least 80% accuracy on the Success Tracker Unit R
Test.
This unit will be taught completely online. No physical class time required.
Standards

Name of standards: Georgia 1st Grade English Language Arts Common Core Standards
(ELLACCGPS)

See A2

Standard (as written):

ELACC1RF1: Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).

Lokey-Vega (2014)

K-12 Blended and Online Learning

Matthew Hall Summer 2014

ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
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).
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
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.
ELACC1RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
ELACC1W1: Write opinion pieces in which they introduce the topic or the name of the
book they are writing about, state an opinion, supply a
reason for the opinion, and provide some sense of closure.
ELACC1W8: With guidance and support from adults, recall information from experiences
or gather information from provided sources to
answer a question.
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and
larger groups.
a. 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).
b. Build on others talk in conversations by responding to the comments of others through
multiple exchanges.
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K-12 Blended and Online Learning

Matthew Hall Summer 2014

c. Ask questions to clear up any confusion about the topics and texts under discussion.
ELACC1SL2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
ELACC1SL3: Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.

ELACC1L1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.
a. Print all upper- and lowercase letters.
k. Prints with appropriate spacing between words and sentences.
ELACC1L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
Learner
Characteristics

These learners are beginning 1st Graders in a small, rural South Georgia community.

See B1

Non-native English speakers: 0%

Special Education or IEP: 80% of students
SES: 72% students live in low socio-economic homes
TESTING: 45% of students met expectations for Kindergarten ELA requirements
Technology
requirements

Internet connected computer

Webcam or video camera and cord
Telephone
Printer

See D5

Prerequisite
Skills

Completed State of Georgia Kindergarten requirements as outlined by GKIDS

PC computer use
Telephone communication skills
Synchronous communication software skills

See A4 & D6

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K-12 Blended and Online Learning

Matthew Hall Summer 2014

Introductory
Communication
Plans

Students are expected to participate in weekly discussion forums with peers and post a
weekly blog reflection. Each student and/or learning coach will speak on the phone or
webcam with the teacher at least once per week to check on individual progress towards
learning goals. All student language should be appropriate for a learning context. Students
are expected to follow the communication rules outlined in the syllabus and taught at the
beginning of the school year.

See A4 B9 & B10

Universal Design
Principles
Considered

Multiple forms of representation: webpages, videos, transcripts, textbook

Multiple forms of expression: quizzes, blogs, discussion forums, wiki, essays
Multiple forms of engagement: phone, webcam, forums, virtual tutorial center

See B4

Number of
Modules or
Weeks

This will be a six-week online unit. Each Monday students will be given access to a new
module and all module assignments will be due on the following Monday morning.

See A3

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K-12 Blended and Online Learning

Module 1 Plan (Note: module and lesson used interchangeably) (Required for MOOC participants)
Module
Objective(s)

Student will recognize and sound consonants m, I and z (3.75/5 points for mastery)
Student will recognize and sound short vowel a (3.75/5 points for mastery)
Student will recognize characters of a story (3.75/5 points for mastery)
Student will learn to ask questions to find answers from a story

Matthew Hall Summer 2014

Self-Check
See A1 & A2

All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Sam.
Module
Assessment(s)

1. ELLACCGPS aligned placement test (taken once at beginning of the year as a baseline
test)
2. Weekly assessment over Sam and skills associated with story graded automatically.
(answer key)
3. Discussion forum response: What is around us at home? (rubric)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will read weekly assigned story, Sam

2. Students will complete the chapter review exercises assigned from the Readers and
Writers Handbook. All pages that are labeled with the weekly story title.
3. Students will participate in the module discussion forum.
4. Students will post one blog post weekly

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

ELLACCGPS aligned placement test

Mid-week student phone call with teacher
Weekly Blog reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Synchronous class meeting on Tuesday and Thursday mornings from
9am-10am with all students and teacher to discuss learning activities.

See A3 C1 C3 & C5

Lokey-Vega (2014)

Matthew Hall Summer 2014

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook and workbook.

All students will also be issued a Reading Street Grade 1 Readers and Writers Notebook.
This is a thick blue workbook that will be used throughout this session as well as the other
5 First Grade Units this year.

(This is a Teachers Edition,

but your cover will be the same.)

See A3, A9, B1, B4,

& B6

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)
Module
Objective(s)

Student will recognize and sound consonants c, p and n (3.75/5 points for mastery)
Student will recognize and sound high frequency words: like, one, the, we (3.75/5 points
for mastery)
Student will recognize the setting of a story (3.75/5 points for mastery)
Student will learn to predict outcomes from a story

Matthew Hall Summer 2014

Self-Check
See A1 & A2

All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Snap!.
Module
Assessment(s)

1. Weekly assessment over Snap! and skills associated with story graded automatically.
(answer key)
2. Discussion forum response: Who is in our family? (rubric)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will read weekly assigned story, Snap!

2. Students will complete the chapter review exercises assigned from the Readers and
Writers Handbook. All pages that are labeled with the weekly story title.
3. Students will participate in the module discussion forum.
4. Students will post one blog post weekly

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Mid-week student phone call with teacher

Weekly Blog reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Synchronous class meeting on Tuesday and Thursday mornings from
9am-10am with all students and teacher to discuss learning activities.

See A3 C1 C3 & C5

Lokey-Vega (2014)

Matthew Hall Summer 2014

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook and workbook.

All students will also be issued a Reading Street Grade 1 Readers and Writers Notebook.
This is a thick blue workbook that will be used throughout this session as well as the other
5 First Grade Units this year.

(This is a Teachers Edition,

but your cover will be the same.)

See A3, A9, B1, B4,

& B6

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)
Module
Objective(s)

Student will recognize and sound short vowel i (3.75/5 points for mastery)
Student will recognize and sound high frequency words: do, look, was, yellow, you (3.75/5
points for mastery)
Student will recognize the plot of a story (3.75/5 points for mastery)
Student will learn to predict outcomes from a story

Matthew Hall Summer 2014

Self-Check
See A1 & A2

All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Tip and Tam!.
Module
Assessment(s)

1. Weekly assessment over Tip and Tam and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What is outside your door? (rubric)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will read weekly assigned story, Tip and Tam

2. Students will complete the chapter review exercises assigned from the Readers and
Writers Handbook. All pages that are labeled with the weekly story title.
3. Students will participate in the module discussion forum.
4. Students will post one blog post weekly

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Mid-week student phone call with teacher

Weekly Blog reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Synchronous class meeting on Tuesday and Thursday mornings from
9am-10am with all students and teacher to discuss learning activities.

See A3 C1 C3 & C5

Lokey-Vega (2014)

Matthew Hall Summer 2014

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook and workbook.

All students will also be issued a Reading Street Grade 1 Readers and Writers Notebook.
This is a thick blue workbook that will be used throughout this session as well as the other
5 First Grade Units this year.

(This is a Teachers Edition,

but your cover will be the same.)

See A3, A9, B1, B4,

& B6

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.

See B1 B4 & B6

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10

K-12 Blended and Online Learning

Module 4 Plan (Optional for MOOC participants)
Module
Objective(s)

Student will recognize and sound short vowel o (1.5/2 points for mastery)
Student will recognize and sound consonants d, l and h (2.25/3 points for mastery)
Student will recognize and sound high frequency words: are, have, that, they, two (3.75/5
points for mastery)
Student will recognize the difference of realism and fantasy in a story (3.75/5 points for
mastery)

Matthew Hall Summer 2014

Self-Check
See A1 & A2

All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story The Big Top.
Module
Assessment(s)

1. Weekly assessment over The Big Top and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What can we do with our neighborhood friends? (rubric)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will read weekly assigned story, The Big Top

2. Students will complete the chapter review exercises assigned from the Readers and
Writers Handbook. All pages that are labeled with the weekly story title.
3. Students will participate in the module discussion forum.
4. Students will post one blog post weekly

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Mid-week student phone call with teacher

Weekly Blog reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Synchronous class meeting on Tuesday and Thursday mornings from
9am-10am with all students and teacher to discuss learning activities.

See A3 C1 C3 & C5

Lokey-Vega (2014)

11

Matthew Hall Summer 2014

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook and workbook.

All students will also be issued a Reading Street Grade 1 Readers and Writers Notebook.
This is a thick blue workbook that will be used throughout this session as well as the other
5 First Grade Units this year.

(This is a Teachers Edition,

but your cover will be the same.)

See A3, A9, B1, B4,

& B6

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.

See B1 B4 & B6

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12

K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants)
Module
Objective(s)

Student will recognize and sound short vowel e (3/4 points for mastery)
Student will recognize and sound consonants r, w, k, and j (.75/1 points for mastery)
Student will recognize and sound high frequency words: he, is, three, to, with (3.75/5
points for mastery)
Student will recognize the plot in a story (3.75/5 points for mastery)

Matthew Hall Summer 2014

Self-Check
See A1 & A2

All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story School Day.
Module
Assessment(s)

1. Weekly assessment over School Day and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What is around a school?(rubric)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will read weekly assigned story, School Day

2. Students will complete the chapter review exercises assigned from the Readers and
Writers Handbook. All pages that are labeled with the weekly story title.
3. Students will participate in the module discussion forum.
4. Students will post one blog post weekly

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Mid-week student phone call with teacher

Weekly Blog reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Synchronous class meeting on Tuesday and Thursday mornings from
9am-10am with all students and teacher to discuss learning activities.

See A3 C1 C3 & C5

Lokey-Vega (2014)

13

Matthew Hall Summer 2014

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook and workbook.

All students will also be issued a Reading Street Grade 1 Readers and Writers Notebook.
This is a thick blue workbook that will be used throughout this session as well as the other
5 First Grade Units this year.

(This is a Teachers Edition,

but your cover will be the same.)

See A3, A9, B1, B4,

& B6

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

14

K-12 Blended and Online Learning

Matthew Hall Summer 2014

Module 6 Plan (Optional for MOOC participants)

Module
Objective(s)

Student will recognize and sound short vowel u (3/4 points for mastery)
Student will recognize and sound consonants v, y, q, and z (.75/1 points for mastery)
Student will recognize and sound high frequency words: for, go, here, me, where (3.75/5
points for mastery)
Student will recognize the difference of realism and fantasy in a story (3.75/5 points for
mastery)

Self-Check
See A1 & A2

All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Farmers Market.
Module
Assessment(s)

1. Weekly assessment over Farmers Market and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What can we see around our neighborhood? (rubric)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will read weekly assigned story, Farmers Market

2. Students will complete the chapter review exercises assigned from the Readers and
Writers Handbook. All pages that are labeled with the weekly story title.
3. Students will participate in the module discussion forum.
4. Students will post one blog post weekly

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

ELLACCGPS aligned benchmark test

Mid-week student phone call with teacher
Weekly Blog reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Synchronous class meeting on Tuesday and Thursday mornings from
9am-10am with all students and teacher to discuss learning activities.

See A3 C1 C3 & C5

Lokey-Vega (2014)

15

Matthew Hall Summer 2014

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook and workbook.

All students will also be issued a Reading Street Grade 1 Readers and Writers Notebook.
This is a thick blue workbook that will be used throughout this session as well as the other
5 First Grade Units this year.

(This is a Teachers Edition,

but your cover will be the same.)

See A3, A9, B1, B4,

& B6

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

16