Unit Plan 1 - Reading Description Five day reading unit plan for 4th grade to cover the reading

skill areas Unit Plans 1. Classroom Description a. Student demographics* This is a fourth grade class consisting of twenty-one students, ranging in age from 9 - 10 years of age. Ten of the twenty-one students are girls and eleven are boys. Of the ten girls, six are white, one is African American, one is multi-racial and two are Hispanic. Of the eleven boys, seven are white, two are African American, one is Asian, and one is Hispanic. All of the children are from low to middle income SES. b. Students characteristics* The students in this fourth grade classroom are 9 - 10 years old. Three of the twenty-one students are classified ELL. Some special accommodations for these students are that they are seated near teacher and also near a good role model, key points are written on the board and/or using pictures to illustrate new words and terms, teacher makes sure directions are understood, a variety of activities are included (auditory, visual, and kinesthetic) during each lesson, and teacher uses demonstrations and/or concrete experiences whenever possible. Extra time is given to E SOL students to complete tasks, complex directions are simplified, and test taking strategies are taught. Keeping classroom rules simple and clear and cueing a student about a task is very helpful. Thirteen of the twenty-one students receive support facilitation from an ESE teacher in this general education classroom. There are thirteen ESE students with IEPs. Whole group instruction is the general lesson, which follows the Teacher's Edition, teaching the skills and standards for 4th grade. Small group instruction for these thirteen students provides remediation for specific skills individualized for each student in math and reading. Of the twenty-one students in this classroom, 7 receive speech/language services, five receive occupational therapy and one receives physical therapy. c. Students learning preferences* Students in this classroom are provided visual, auditory, and kinesthetic learning preferences. For example, overhead transparencies, PowerPoint presentations for vocabulary, handouts, diagrams, charts, drawings, videos, information written on whiteboards, readings, lists/definitions, and demonstrations are used for the visual learning preference. For the auditory learning preference, presentations, lectures, verbal instructions, discussions, question/answer sessions, group projects/small group work, stories/anecdotes are used. For the kinesthetic learning preference, hands on practice, role plays, fill in the blank type handouts, activities, the development of their own materials (foldables), and writing on the whiteboard themselves are used for a more "hands-on" approach. d. Students skill levels* There are several ways to determine the students' skill levels. For reading and math, FCAT scores from the previous year are used, which also shows a breakdown of the strengths and weaknesses of specific skills. FAIR and AR testing is also used to

determine reading skill levels. Thinkgate is a new assessment to be used this year in this school to determine math skill levels. e. Quality of home, school, community setting* In this classroom, there are at least ten economically disadvantaged students. This means that approximately 80% of these students come from single parent homes, parents in jail, and some of the ESE students have ESE parents. There is not a lot of home support. This elementary school has been rated an "A" school for at least the past eight years, showing that the quality of the school is excellent. f. Quality of learning environment math-rich environment).

This classroom does not contain a lot of posters on the wall or things to distract the students, as most are ADHD in this class. There are math charts hanging up which contain clues to help solve problems, along with some math vocabulary. There is also a synonym word wall to "rev up" writing. Math manipulatives are also available. This classroom is a print rich environment as it contains many AR books of different levels, as well as leveled readers. g. Specific student learning outcomes for unit that align with national and state standards* The specific student learning outcomes for this unit that align with national and state standards are for all students to be able to master the objectives with 75% accuracy or better on each of the lessons contained in this unit. Day 1: Phonics: Given a list of words, students will identify root word, prefix or suffix to determine the meanings with 75% accuracy. LA.4.1.4.1: The student will recognize knowledge of spelling patterns. LA.4.1.6.7: The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words. Fluency: Given a passage, students will listen to, read with proper intonation, and discuss with 75% accuracy. LA.4.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points. Comprehension: Given a story, students will recognize the conflict and resolution in the plot with 75% accuracy. LA.4.2.1.2: The student will identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction. Vocabulary: Given a website resource display of eight vocabulary words, students will pronounce each word correctly with its definition with 75% accuracy. LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly. Day 2:

Phonics: Given pencil and paper, students will correctly spell words with the VCCV syllable pattern with 75% accuracy. LA.4.1.4.1: The student will recognize knowledge of spelling patterns. Fluency: Given two story pages, students will read aloud using proper intonation to reflect changing story moods with 75% accuracy. LA.4.1.5.1: The student will demonstrate the ability to read grade level text. Comprehension: Given a story on tape, students will answer questions relating to conflict and resolution, characters motivations, cause and effect, and details of the story with 75% accuracy. LA.4.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing. LA.4.1.7.8: The student will use strategies to repair comprehension of grade appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources. Vocabulary: Given eight questions orally, students will respond to demonstrate knowledge of word meanings with 75% accuracy. LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly. Day 3: Phonics: Given parts of words on a set of index cards, students will match each part to make complete words with 75% accuracy. LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., rcontrolled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary. Fluency: Given a passage in the story, students will choral read for appropriate intonation with 75% accuracy. LA.4.1.5.1: The student will demonstrate the ability to read grade level text. Comprehension: Given three questions and three pages, students will reread and answer the questions to identify conflict, plot events, and resolution with 75% accuracy. LA.4.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing. LA.4.2.1.2: The student will identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction. Vocabulary: Given a list of vocabulary words and a thesaurus, students will create a word web with 75% accuracy. LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.4.1.6.5: The student will relate new vocabulary to familiar words. Day 4: Phonics: Given a list of ten words, students will use the double consonant rule to divide each word into syllables. LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for words ending in y,

doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary. Fluency: Given a passage, students will echo read to demonstrate appropriate intonation with 75% accuracy. LA.4.1.5.1: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression. Comprehension: Given the first three pages of the story, students will use the reread strategy to answer comprehension questions with 75% accuracy. LA.4.1.7.8: The student will use strategies to repair comprehension of grade appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources. Vocabulary: Given eight higher level questions each containing a vocabulary word, students will answer to demonstrate meanings of words. LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly. Day 5: Phonics: Given pencil and paper, students will listen to and write twenty spelling words with 75% accuracy. LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary. Fluency: Given a passage from the textbook, students will partner read displaying appropriate intonation and fluency with 75% accuracy. LA.4.1.5.1: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression. Comprehension: Given eight multiple choice selection comprehension questions and one written response question, students will demonstrate understanding of Lesson 7 story with 75% accuracy. LA.4.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing. Vocabulary: Given eight multiple choice sentences, students will choose the correct vocabulary words to complete each sentence with 75% accuracy. LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.4.1.6.5: The student will relate new vocabulary to familiar words. ii. Assessment Plan

2. Screening Design and administer a pretest addressing the specific student learning outcomes for the Unit Plan. (worksheet, multiple-choice tests, quiz etc.)* On Day 1, the following pretests will be given in each of the areas to be taught in this unit: Phonics: Students will be administered a pretest of the twenty spelling words in this unit, plus the five "challenge" words. The teacher will dictate the word and the student will

have a choice of four spellings of the word and will bubble in a circle next to the correct choice. Students will be given five multiple choice questions in which they will test their knowledge on prefixes, suffixes, and roots. Fluency: Students will be given a one-minute timed oral reading fluency test. Comprehension: After reading our weekly story for this week for the first time, students will be given a pretest to check comprehension very similar to the post test which will consist of eight multiple choice questions and one written response question. Students will also read a short passage which will concentrate on our focus skill this week, Plot: Conflict and Resolution and answer four multiple choice questions on what they have read. Vocabulary: Students will be given eight sentences and a list of the eight new vocabulary words and will be asked to complete each sentence with one of the words, being sure to only use each word one time. 3. Progress Monitoring design and administer multiple assessments based on learning goals to monitor student progress. Assessments should address higher and lower levels of thinking and questioning skills. Throughout the unit, student progress will be monitored in all the areas: Phonics: Spelling workbook pages with different activities such as mix and match, missing letters, and writing spelling words that match a word or phrase will be given each day to reinforce words with VCCV - same medial consonants and to practice saying, using, and writing this week's spelling words to prepare for the post test. Students will also be given the list of spelling words to use the double consonant rule to decode the syllables in each word and blend them to read the word. Fluency: One minute timed oral reading fluency test will be given each day to monitor appropriate intonation and fluency rate. Choral reading, echo reading and partner reading will also be used to monitor fluency and intonation. Comprehension: discussions, graphic organizers (conflict ->plot events->resolution), reread strategy to answer comprehension questions for the main story this week as well as shorter passages, answering questions referring to conflict and resolution in the plot, character's motivations, cause and effect, details, theme, making judgments, and making inferences. If students are having difficulty answering these type questions, they will figure out what kind of question-answer relationship it is - Right There, Think and Search, Author and You, On Your Own. Students will also be asked questions using story structure to monitor comprehension. Students will write a summary of "Justin and the Best Biscuits in the World", being sure to identify the main character and his or her problem, to include the plot events that lead to the resolution, and to conclude by telling how the character solved the problem. Students will be asked four questions to make them think critically about specific details, making inferences, personal response and the conflict and resolution in the plot in addition to the other questions mentioned above. Vocabulary: Word Webs, Reinforce Word Meanings, Extend Word Meanings, and Cumulative Review. Students will revisit selection vocabulary, think critically and review by answering lower to higher level questions throughout the unit to demonstrate knowledge of word meanings, to extend meanings of words in context, and to use word relationships to determine meaning.

4. Outcome-based Assessment Design and administer a post test addressing the specific learning outcomes for the Unit Plan. On Day 5, the following post tests will be administered to address all of the areas from this unit: Phonics: Students will be given a section on the weekly lesson test comprised of five multiple choice questions in which they will choose the best answer for each of the questions on prefixes, suffixes, and roots. Teacher will dictate twenty spelling words plus five "challenge" words for students to write down on paper. Fluency: Students will take the one minute timed oral reading fluency test that has been given and practiced all week. Teacher will be assessing fluency rate and appropriate intonation. Comprehension: Students will be given a section of selection comprehension questions on the weekly lesson test. This will consist of eight multiple choice questions and one written response question. Students will also read a short passage called "The Missing Dog". This part of the assessment will assess the focus skill this week of Plot: Conflict and Resolution and will consist of the passage with four multiple choice questions. Vocabulary: Students will be given a robust vocabulary section of the weekly lesson test which will consist of eight multiple choice sentences in which the student will have a choice of four answers to choose from to best complete each sentence. iii. Instructional Plan

5. Addresses all 5 areas of reading: phonemic awareness, phonics, vocabulary, fluency, comprehension. OR Skill based unit (dependent on topic) addresses concept building, mechanics, and knowledge application; (real-world problems, dependent on topic, etc.)* Day 1: Phonics: Decoding/Word Attack: Syllable Patterns same medial consonants: Teacher will review prefixes, suffixes, and roots, and root words. Remind students that looking for prefixes, suffixes, and roots in unfamiliar words can help them figure out the meanings of those words. Write prepare on the whiteboard and model how to use word parts to determine its meaning. The following words from the story will be written on the board: unsaddled, hurriedly, excitement, and cautiously. Teacher and students will work together to identify any prefix, root word, or suffix in each and then use the meaning of these word parts to figure out the meaning of the whole word. Students will work in pairs, following the same procedure to determine the meanings of these story words: dismounted, untangled, silently, and redness. Teacher will write the words pepper, shallow, and fluffy on the board. Teacher will discuss double consonants in the middle of words and syllables. Then, teacher will write the words peppery, shallower, and fluffier on the board and demonstrate how knowing the shorter words help readers decode the longer words. Next, teacher will guide students to decode the syllables in the words galloping, hurriedly, collecting, and classical and then to blend them to read the word. Students will work with a partner and look in magazines for five longer words that have

the same medial consonants. They will list the words they find and then exchange lists with another pair of students to take turns breaking the words into syllables and reading aloud the words. Fluency: Intonation: Model Oral Fluency: Read Aloud: Bill Pickett by Ruth Pelz, T104. Teacher will display a transparency on the Elmo so that students may follow along as teacher reads aloud. Students will learn that good readers use punctuation marks as clues to their intonation and a natural, conversational tone is used as they listen. Students will be asked to pay attention to the way teacher voice rises and falls at different points of the passage. Tell students that when reading about exciting events, particularly when Bill circles the cattle, their intonation should show that excitement. As teacher reads, she will pause and ask students questions to be sure figurative language, sequence, and vocabulary is understood in this read aloud. Comprehension: Plot: Conflict and Resolution: Based on the Read Aloud, Bill Pickett, teacher will explain that the plot of a story contains a conflict, or problem, that the characters must solve. The resolution of the plot shows how the conflict is solved. As students think about the story, ask them to come up with the challenges the characters face. Then, look for the steps they take to solve them. Tell students that knowing how to recognize the conflict and resolution in a plot helps to better understand a story. Teacher will list student responses into a graphic organizer, listing conflict, plot events, and resolution on the whiteboard. Students will read a short story on p. 183 and construct another graphic organizer like we made for the Bill Pickett story. Vocabulary: Introduce Vocabulary - Teacher will display vocabulary words and meanings from Storytown resource website on screen. Students will be called on to read aloud the vocabulary word and its definition. Teacher will repeat the word and the definition. Then, the entire class will repeat the word aloud for practice and pronunciation. Day 2: Phonics: Spelling: Words with VCCV: Same Medial Consonants: Teacher will introduce 20 new spelling words, discussing meanings as necessary, as well as pointing out and discussing the VCCV syllable pattern. There will also be 5 challenge words presented to students. Fluency: Intonation: Partner Reading: After reading Justin and the Best Biscuits in the World, teacher will ask students to remember when Grandpa mentions the festival, Justin is excited. Students will recall that the tone of the story changes. Students will work with a partner to take turns rereading aloud pages 190-191 of the story. Teacher will observe by listening to partners read to be sure proper intonation is being used to reflect the changing mood in the story. This activity will be repeated several times until the students intonation matches the storys mood. Comprehension: The story for this week, Justin and the Best Biscuits in the World, will be played on tape for students to listen to and follow along with their finger. Teacher will monitor comprehension by pausing the tape at certain points to ask students questions, which will include conflict and resolution, characters motivations, cause and effect, and details of the story. Students will also learn that rereading can help them better understand conflicts, plot events, and resolutions. Students will be guided to identify the question-answer relationship (Right There, Think and Search, Author and You, On Your Own) if having any difficulty answering any of the questions asked.

Vocabulary: Revisit selection vocabulary to demonstrate knowledge of word meanings. Students will discuss "Justin and the Best Biscuits in the World" by responding to eight questions containing the new vocabulary words. Day 3: Phonics: Students will practice/apply what they have learned about words with VCCV: Same Medial Consonants. Students will work in groups of four to play Go Fish. They will divide each spelling word into two parts between the double consonants and then write each part on a separate index card. One student will shuffle the deck and deal five cards to each player, leaving the rest in a pond. To play this version of Go Fish, one student will ask another student if he or she has the other half of one word. If so, the second student gives that card to the first. If not, the first student must Go Fish and draws a card from the pond. The student who ends up with the greatest number of complete words wins the game. Fluency: Intonation: Choral Reading: Teacher will model appropriate intonation by reading aloud student edition, p. 199. Students will follow along. Teacher will read the passage again. Tell students to listen closely to how teachers voice rises and falls to reflect the tone of the story. Then, students will choral read the passage with teacher. Comprehension: Review of Plot: Conflict and Resolution: Students will be asked to tell what a story plot consists of. Teacher will review several points about conflict, plot events, and resolution. Teacher will guide students to discuss the conflict and resolution in Justin and the Best Biscuits in the World. Teacher will ask students three questions. Students will go back to the story and use the reread strategy in the sections they are given to be able to answer the questions. Students will read the answer from the text to show where they found it. Vocabulary: Students will work together with a partner. Each will select different vocabulary words to create word webs. After students have completed their webs and compared their responses, they will then expand their webs by looking up synonyms in a thesaurus. Day 4: Phonics: Teacher will explain the spelling strategy, double consonant rule. Write soccer, pizza, and college on the board. Students will use the double consonant rule to divide each word into syllables. Teacher will also point out that if they must break a word apart at the end of a line, the word should be divided at the syllable break and a hyphen should be used to show that the word is divided. Teacher will demonstrate these using spelling words. Fluency: Intonation: Echo Reading: Students will echo read, p. 199. Teacher will ask students to put their finger on the beginning of the first sentence. Teacher will read the first sentence aloud as students track the print. Then, students will read the sentence aloud by themselves, matching teachers intonation. This process will be continued until the end of the passage. Comprehension: Teacher will remind students that good readers pay attention to how well they understand what they are reading. When something confuses them, they pause to try to clear up their confusion. Tell students that rereading is one strategy they can use to recall or find information that will clear up confusion. Teacher will review a couple of points with students: sometimes you may miss or forget something you read earlier; and

if something confuses you while you are reading, form a question about it in your mind. Then, try rereading to find the answer. Teacher will reread Justin and the Best Biscuits in the World to monitor comprehension and also to model how to use the reread strategy. Vocabulary: We will work on extending word meanings in context with critical thinking. Students will answer eight higher level questions, each containing one of the eight vocabulary words. Students will explain their answers and discussion will be encouraged. Day 5: Phonics: Spelling post test - Teacher will read each spelling word aloud, dictate a sentence containing each of the words, and say the word aloud again. After all words and sentences have been given to students, teacher will repeat each word one more time for students who may have missed one. Prefixes, Suffixes and Roots will be included on the weekly lesson test. Fluency: Partner Reading: Teacher will pair strong readers with students who need fluency support. The strong reader will read aloud from textbook, p. 201 while the partner listens and follows along in the book. Then, partners will switch roles. Students will also take a one-minute oral fluency test. Comprehension: Weekly Lesson Test will be given to test comprehension. Students will use their textbooks to review our story this week, "Justin and the Best Biscuits in the World", and then to use to answer selection comprehension questions based on the story. Students will also have a passage to read called "The Missing Dog" based on the focus skill this week - Plot: Conflict and Resolution and will answer four questions on their own, testing comprehension on the weekly lesson test. Vocabulary: Cumulative Review - Teacher will review this week's vocabulary words in a cumulative review by asking more questions using word relationships to determine the meanings of the vocabulary words. Students' answers will be discussed. Students will have a robust vocabulary section on the weekly lesson test in which they will complete eight multiple-choice sentences. Small groups will be pulled on each of the five days to reinforce and to work more on what was taught in the whole group lesson in each area of phonics, fluency, comprehension, and vocabulary for that particular day. Strategic Intervention practice books, SRA Specific Skills Series, supplemental worksheets and individualized instruction will be provided and used for below level students. If time permits on Day 5, we will prepare, cook, and eat our own version of "The Best Biscuits in the World". 6. Differentiated Instruction: List specific activities, strategies or techniques used to provide instruction for diverse students, including ESOL students. Please list this information here even if you wrote it into the plans above. * If students need more support in fluency building and in using appropriate intonation, then they will echo read with teacher, paying close attention to teachers intonation, Clarify any unfamiliar concepts as necessary, Group students according to academic level, Turn It Up! (Small Group) Strategic Intervention, Leveled Readers, SRA Specific Skills Series, Word Webs, Graphic organizers, literacy centers, small group instruction, use reading textbooks/notebooks for weekly lesson test, gestures/sketches/pictures/demonstrate to scaffold background and vocabulary as needed,

partner reading, round robin reading, choral reading, echo reading, teacher modeling, teacher proximity, assessment questions and choices of answers will be read aloud, visuals/transparencies on Elmo (overhead), repeat, rephrase, and/or paraphrase key concepts and directions, use slightly slower rate of speech, peer tutoring, role-playing and interaction