K-12 Blended and Online Learning

Name of Unit/Course: First Grade Reading/Language Arts Unit 2

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

Lokey-Vega (2014)

1st Grade ELA Unit 2- During this unit, students will review standards taught in the previous
unit as well as learn new standards to address new concepts. The students will also
participate in an online module/discussion forum in order communicate with other students
collaboratively.
1. Learner will be able to distinguish consonant sounds and consonant diagraphs sh
and th, as aligned in Unit 2.
2. Learner will be able to distinguish long/short vowel sounds as aligned in Unit 2.
3. Learner will be able to blend and segment phonemes, substitute phonemes, add
final phonemes, and identify and isolate sounds as aligned in Unit 2.
4. Learner will be able to decode set CVC, CVCe, and CVCC words as aligned in Unit
2.
5. Learner will be able to decode set High Frequency words as aligned in Unit 2.
6. Learner will be able to compare and contrast stories, identify authors purpose and
distinguish certain story elements such as plot, setting, main idea/details, and
characters as aligned in Unit 2 with at least 80% accuracy on the Success Tracker
Unit 2 Test.
*This unit will use the fully online model.

Self-Check
See A1

K-12 Blended and Online Learning

Standards

Name of standards: Georgia Standards of Excellence

Link to standards: https://www.georgiastandards.org/Georgia-Standards/Documents/ELAStandards-Grades-K-5.pdf
Location information: Wilcox County Elementary
Grade/Year: 1st Grade/2015-16
Subject: Reading/ELA
Standard (as written):

ELAGSE1RL1: Ask and answer questions about key details in a text.

ELAGSE1RL3: Describe characters, settings, and major events in a story, using key
details.
ELAGSE1RF2: 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).
ELAGSE1RF3: 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.
ELAGSE1W1: Write opinion pieces in which they introduce the topic or name of the book
they are writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
ELAGSE1W6: With guidance and support from adults, recall information from experiences
or gather information from provided sources to
answer a question.
ELAGSE1SL1: Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and
larger groups.
Lokey-Vega (2014) 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.

See A2

K-12 Blended and Online Learning

Learner
Characteristics

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

See B1

Non-native English speakers: 15%

Special Education or IEP: 70% of students
SES: 75% students live in low socio-economic homes
TESTING: 35% of students met expectations for Kindergarten ELA requirements
Technology
requirements

Internet accessible computer

Video Camera or Webcam
Telephone
Pearson Success account

See D5

Prerequisite
Skills

Completed State of Georgia Kindergarten requirements as outlined by GKIDS

PC computer use
Printer
Telephone communication skills

See A4 & D6

Introductory
Communication
Plans

Students are expected to participate in an online discussion forum each week. The
students will post their answer to the question by writing a response or posting a picture
with a brief description in the discussion forum by the teacher. Students will be expected to
communicate with their peers through this forum. The teacher will speak with the students
via telephone once a week to ensure each student is meeting their learning goals.
Students will also post a short reflection on the class wiki page reflecting on what they
have learned for each week.

See A4 B9 & B10

Universal Design
Principles
Considered

Multiple forms of representation: webpages, videos, textbook

Multiple forms of expression: quizzes, discussion forums, blogs
Multiple forms of engagement: phone, webcam, forums, blogs

See B4

Number of
Modules or
Weeks

This online unit will be a six-week unit. Students will be given access to a new module on
Monday morning of each week. All assignments listed in the module will be due no later
than the following Monday morning.

See A3

Lokey-Vega (2014)

K-12 Blended and Online Learning

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

Self-Check

Module
Objective(s)

See A1 & A2

Student will recognize consonant digraphs sh, th.

Student will recognize vowel sound in ball.
Student will recognize main idea of story.
Student will predict for comprehension.
Student will learn to ask questions to find answers from a story.
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELAGSE from the story A Big Fish for Max.

Module
Assessment(s)

Description of
Learning
Activities

Formative
Evaluation &
Feedback

Lokey-Vega (2014)

1. Weekly assessment over A Big Fish for Max and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What does a family do together? (this can be done with
writing a response or posting a photo with a description)
3. Submit/email a video or audio recording of student reading A Big Fish for Max for
teacher to assess.
4. Unit 2 Module 1 Quiz
1. Students will read weekly assigned story, A Big Fish for Max
2. Students will complete tasks on the Pearson website using their personal log-in
information. Tasks will include; Big Question Video, Concept Talk Video, Sing With
Me, Sound-Spelling Charts 47, 50, 51, and Decodable eBook 7A. Once you have
completed those please proceed to Read and Comprehend.
3. Students will complete the chapter review exercises assigned from the Readers
and Writers Handbook. All pages that are labeled with the weekly story title.
4. Students will participate in the weekly module discussion forum.
5. Students will post a short reflection on the class Wiki page. They will reflect on what
they have learned and some of their favorite assignments for the week.
6. Students will complete and submit Unit 2 Module 1 Quiz.
Mid-week student phone call with teacher
Weekly response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Wiki blog post

See A2 A3 C1 C2 &
C5

See A2 A3 B3 B4 &
B10

See A3 C1 C3 & C5

K-12 Blended and Online Learning

Physical
Learning
Materials

All students will also be issued a Reading Street Grade 1 Textbook as well as a Reading
Street Grade 1 Readers and Writers Notebook.

See A3, A9, B1, B4,

& B6

(This is a Teachers Edition,

but your cover will be the same.)

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class weebly to access their Class Discussion Forum as
well as the class wiki page to post their weekly reflections.
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.
Students, who struggle with writing skills, will have the option to post a picture to the
discussion question.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students, who struggle with writing skills, will have the option to post a picture to the
discussion question. Teacher will offer additional assistance through phone calls.
Students will be placed in groups according to individual strengths and weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will distinguish long/short vowel sounds.

Students will recognize long a (CVCe), c /s/ and g /j/ .
Student will recognize and sound high frequency words: be, could, horse, old, paper
Students will identify cause and effect in story.
Student will learn to ask questions to find answers from a story.
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELAGSE from the story The Farmer in the Hat.

Module
Assessment(s)

Description of
Learning
Activities

Formative
Evaluation &
Feedback

Lokey-Vega (2014)

1. Weekly assessment over The Farmer in the Hat and skills associated with story
graded automatically. (answer key)
2. Discussion forum response: How do we learn together at school? (this can be done with
writing a response or posting a photo)
3. Submit/email a video or audio recording of student reading The Farmer in the Hat for
teacher to assess.
4. Unit 2 Module 2 Quiz

See A2 A3 C1 C2 &
C5

1. Students will read weekly assigned story, The Farmer in the Hat
2. Students will complete tasks each day on the Pearson website using their personal
log-in information. Tasks will include; Big Question Video, Concept Talk Video, Sing
With Me, Sound-Spelling Charts 74, and Decodable eBook 8A. Once you have
completed those please proceed to Read and Comprehend.
3. Students will complete the chapter review exercises assigned from the Readers
and Writers Handbook. All pages that are labeled with the weekly story title.
4. Students will participate in the weekly module discussion forum.
5. Students will post a short reflection on the class Wiki page. They will reflect on what
they have learned and some of their favorite assignments for the week.
6. Students will complete and submit Unit 2 Module 2 Quiz.

See A2 A3 B3 B4 &
B10

Mid-week student phone call with teacher

Weekly discussion reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Wiki blog post

See A3 C1 C3 & C5

K-12 Blended and Online Learning

Physical
Learning
Materials

All students will also be issued a Reading Street Grade 1 Textbook as well as a Reading
Street Grade 1 Readers and Writers Notebook.

See A3, A9, B1, B4,

& B6

(This is a Teachers Edition,

but your cover will be the same.)

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class weebly to access their Class Discussion Forum as
well as the class wiki page to post their weekly reflections.
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.
Students, who struggle with writing skills, will have the option to post a picture to the
discussion question.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students, who struggle with writing skills, will have the option to post a picture to the
discussion question. Teacher will offer additional assistance through phone calls.
Students will be placed in groups according to individual strengths and weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will distinguish long/short vowel sounds.

Students will recognize diagraphs wh, ch, and tch.
Students will recognize long i (CVCe).
Student will recognize and sound high frequency words: live, out, people, who, work
Students will identify authors purpose.
Student will learn to ask questions to find answers from a story.
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELAGSE from the story Who Works Here?

Module
Assessment(s)

Description of
Learning
Activities

Formative
Evaluation &
Feedback
Lokey-Vega (2014)

1. Weekly assessment over Who Works Here? and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: Who makes our neighborhood a nice place in which to live?
(this can be done by writing a response and/or posting a photo)
3. Submit/email a video or audio recording of student reading Who Works Here? for
teacher to assess.
4. Unit 2 Module 3 Quiz

See A2 A3 C1 C2 &
C5

1. Students will read weekly assigned story, Who Works Here

2. Students will complete tasks each day on the Pearson website using their personal
log-in information. Tasks will include; Big Question Video, Concept Talk Video, Sing
With Me, Sound-Spelling Charts 80, and Decodable eBook 9A. Once you have
completed those please proceed to Read and Comprehend.
3. Students will complete the chapter review exercises assigned from the Readers
and Writers Handbook. All pages that are labeled with the weekly story title.
4. Students will participate in the weekly module discussion forum.
5. Students will post a short reflection on the class Wiki page. They will reflect on what
they have learned and some of their favorite assignments for the week.
6. Students will complete and submit Unit 2 Module 3 Quiz.

See A2 A3 B3 B4 &
B10

Mid-week student phone call with teacher

Weekly discussion reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Wiki blog post

See A3 C1 C3 & C5

K-12 Blended and Online Learning

Physical
Learning
Materials

All students will also be issued a Reading Street Grade 1 Textbook as well as a Reading
Street Grade 1 Readers and Writers Notebook.

See A3, A9, B1, B4,

& B6

(This is a Teachers Edition,

but your cover will be the same.)

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class weebly to access their Class Discussion Forum as
well as the class wiki page to post their weekly reflections.
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.
Students, who struggle with writing skills, will have the option to post a picture to the
discussion question.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students, who struggle with writing skills, will have the option to post a picture to the
discussion question. Teacher will offer additional assistance through phone calls.
Students will be placed in groups according to individual strengths and weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 4 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will distinguish long/short vowel sounds.

Students will recognize contractions nt, m, ll.
Students will recognize long o (CVCe).
Student will recognize and sound high frequency words: down, inside, now, there,
together.
Students will identify sequence in story.
Student will learn to ask questions to find answers from a story.
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELAGSE from the story The Big Circle.

Module
Assessment(s)

Description of
Learning
Activities

Lokey-Vega (2014)

1. Weekly assessment over The Big Circle and skills associated with story graded
See A2 A3 C1 C2 &
automatically. (answer key)
C5
2. Discussion forum response: How do animals work together to survive? (this can be done
by writing a response and/or posting a photo)
3. Submit/email a video or audio recording of student reading The Big Circle for teacher
to assess.
4. Unit 2 Module 4 Quiz
1. Students will read weekly assigned story, The Big Circle
2. Students will complete tasks each day on the Pearson website using their personal
log-in information. Tasks will include; Big Question Video, Concept Talk Video, Sing
With Me, Sound-Spelling Charts 84, and Decodable eBook 10A. Once you have
completed those please proceed to Read and Comprehend.
3. Students will complete the chapter review exercises assigned from the Readers
and Writers Handbook. All pages that are labeled with the weekly story title.
4. Students will participate in the weekly module discussion forum.
5. Students will post a short reflection on the class Wiki page. They will reflect on what
they have learned and some of their favorite assignments for the week.
6. Students will complete and submit Unit 2 Module 4 Quiz.

See A2 A3 B3 B4 &
B10

10

K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

Mid-week student phone call with teacher

Weekly discussion reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Wiki blog post

See A3 C1 C3 & C5

Physical
Learning
Materials

All students will also be issued a Reading Street Grade 1 Textbook as well as a Reading
Street Grade 1 Readers and Writers Notebook.

See A3, A9, B1, B4,

& B6

(This is a Teachers Edition,

but your cover will be the same.)

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class weebly to access their Class Discussion Forum as
well as the class wiki page to post their weekly reflections.
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.
Students, who struggle with writing skills, will have the option to post a picture to the
discussion question.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students, who struggle with writing skills, will have the option to post a picture to the
discussion question. Teacher will offer additional assistance through phone calls.
Students will be placed in groups according to individual strengths and weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

11

K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will substitute and add final phonemes /t/, /d/, /ed/.
Students will recognize inflected endings ed.
Students will recognize long u and long e (CVCe).
Student will recognize and sound high frequency words: around, find, food, grow, under,
water.
Students will identify authors purpose in story.
Student will learn to ask questions to find answers from a story.
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELAGSE from the story Life in the Forest.

Module
Assessment(s)

Description of
Learning
Activities

Lokey-Vega (2014)

1. Weekly assessment over Life in the Forest and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: How do plants and animals live together? (this can be done
by writing a response and/or posting a photo)
3. Submit/email a video or audio recording of student reading Life in the Forest for
teacher to assess.
4. Unit 2 Module 5 Quiz

See A2 A3 C1 C2 &
C5

1. Students will read weekly assigned story, Life in the Forest

2. Students will complete tasks each day on the Pearson website using their personal
log-in information. Tasks will include; Big Question Video, Concept Talk Video, Sing
With Me, Sound-Spelling Charts 85, 76, and Decodable eBook 11A. Once you have
completed those please proceed to Read and Comprehend.
3. Students will complete the chapter review exercises assigned from the Readers
and Writers Handbook. All pages that are labeled with the weekly story title.
4. Students will participate in the weekly module discussion forum.
5. Students will post a short reflection on the class Wiki page. They will reflect on what
they have learned and some of their favorite assignments for the week.
6. Students will complete and submit Unit 2 Module 5 Quiz.

See A2 A3 B3 B4 &
B10

12

K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

Mid-week student phone call with teacher

Weekly discussion reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Wiki blog post

See A3 C1 C3 & C5

Physical
Learning
Materials

All students will also be issued a Reading Street Grade 1 Textbook as well as a Reading
Street Grade 1 Readers and Writers Notebook.

See A3, A9, B1, B4,

& B6

(This is a Teachers Edition,

but your cover will be the same.)

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class weebly to access their Class Discussion Forum as
well as the class wiki page to post their weekly reflections.
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.
Students, who struggle with writing skills, will have the option to post a picture to the
discussion question.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students, who struggle with writing skills, will have the option to post a picture to the
discussion question. Teacher will offer additional assistance through phone calls.
Students will be placed in groups according to individual strengths and weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

13

K-12 Blended and Online Learning

Module 6 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Students will substitute short e for /e/.

Students will recognize long e: e, ee (CVCe) and syallables VCCV.
Student will recognize and sound high frequency words: also, family, new, other, some,
their.
Students will compare and contrast story.
Student will learn to ask questions to find answers from a story.
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELAGSE from the story Honey Bees.

Module
Assessment(s)

Description of
Learning
Activities

Lokey-Vega (2014)

1. Weekly assessment over Honey Bees and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: How is a community of insects like a community of people?
(this can be done by writing a response and/or posting a photo)
3. Submit/email a video or audio recording of student reading Honey Bees for teacher to
assess.
4. Unit 2 Module 6 Quiz
1. Students will read weekly assigned story, Honey Bees
2. Students will complete tasks each day on the Pearson website using their personal
log-in information. Tasks will include; Big Question Video, Concept Talk Video, Sing
With Me, Sound-Spelling Charts 75, 63, and Decodable eBook 12A. Once you have
completed those please proceed to Read and Comprehend.
3. Students will complete the chapter review exercises assigned from the Readers
and Writers Handbook. All pages that are labeled with the weekly story title.
4. Students will participate in the weekly module discussion forum.
5. Students will post a short reflection on the class Wiki page. They will reflect on what
they have learned and some of their favorite assignments for the week.
6. Students will complete and submit Unit 2 Module 6 Quiz.

See A2 A3 C1 C2 &
C5

See A2 A3 B3 B4 &
B10

14

K-12 Blended and Online Learning

Formative
Evaluation &
Feedback

ELLACCGPS aligned benchmark test

Mid-week student phone call with teacher
Weekly discussion reflection response from teacher posted questions
Chapter review exercises in Readers and Writers Notebook
Wiki blog post

See A3 C1 C3 & C5

Physical
Learning
Materials

All students will also be issued a Reading Street Grade 1 Textbook as well as a Reading
Street Grade 1 Readers and Writers Notebook.

See A3, A9, B1, B4,

& B6

(This is a Teachers Edition,

but your cover will be the same.)

(Not an exact copy, but your Readers

and Writers Notebook will look like this.)

Digital Learning
Objects

Student will use teacher created class weebly to access their Class Discussion Forum as
well as the class wiki page to post their weekly reflections.
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.
Students, who struggle with writing skills, will have the option to post a picture to the
discussion question.

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

Students, who struggle with writing skills, will have the option to post a picture to the
discussion question. Teacher will offer additional assistance through phone calls.
Students will be placed in groups according to individual strengths and weaknesses.

See B1 B4 & B6

Lokey-Vega (2014)

15