Unit Plan Overview

Unit: The H-Brothers (Digraphs) Stage 1- Desired Results Connections to Context: Through the learning of digraphs, students can work on the other reading strategies that they have learned throughout the year. They can make connections and learn to break apart words when trying to read or spell unfamiliar words. This will help them become better readers and writers. First grade is an important year for a Childs development. Cognitively children are at the beginning stages of learning. Students are learning everyday how to be a learner, moving away from the egocentrism. Learning the structure of phonics helps the students gain a deeper level of understanding of the words they are reading.
(How does this fit with students experiences, the school goals, and the larger societal issues?)

Transfer Students will be able to independently use their learning to Distinguish between various digraph sounds and forms. Specifically the h-digraphs. Understand that when two letters come together with an h they make a new sound. Identify words around the room that contain the h-brother (daily words/items) and make connections. Construct words that have sh, ch, wh, th in them. Specifically the Ch, this lesson focuses on the ch digraph. Create a craft, practicing fine motor skills. Match words/images with the appropriate digraph. Create a rule for the h-brothers based on the information that they have learned. Match words with the correct digraph sounds. Recall examples of words containing the h-brothers. Share their own rule with their partner, and an example with the class

(What kinds of long-term independent accomplishments are desired?)

Established Goals CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs. CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that Students will keep considering -Sometimes when two consents come together they create - Why does the h make the other letter change sounds? an entirely new sound. This is called a digraph. - Are there other letters that pair with h to make a new sound? -When the letters s, t, w, g, p, c are followed by an h, they - What are some other strategies that could help me make a new sound. sound out words that I dont know? - That gh and ph make the same sound.
(What specically do you want students to understand? What inferences should they make?) (What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Comprehension and collaboration: CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. R.WS.01.01 Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion. R.WS.01.02 Recognize that words are composed of sounds blended together and carry meaning. R.WS.01.03 Understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.01.04 Use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh
(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Cognitive Objectives Physical Development Objectives Students will know Students will be skilled at Identifying examples of words that What sounds the different digraphs contain h-brothers. make. How to use this strategy when trying to spell a word, or read a word that is unfamiliar. The structure behind phonics and word chunking. Applying this skill to their reading.

Socio-emotional Objectives Students will exhibit... - Openness to each others ideas when discussing the rule. Persistence if it gets too difficult. Patients when searching for words.

(What discrete skills and processes should students be able to use?)

(What facts and basic concepts should students know and be able to recall?)

(What values and commitments and attitudes should students acquire or wrestle with?)

Stage 2- Evidence
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Evaluative Criteria

(What criteria will be used in each assessment to evaluate attainment of the desired results?)

Students will show their learning by PERFORMANCE TASK(S): Each time we introduce a lesson the students will review the sounds that each h-brother makes, using the motions to advance their comprehension. At the end of each lesson they review a few words that they learned that contain those sounds. Students will demonstrate their understating when they take their final assessment, this quiz will give the students to show what they have learned.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(Regardless of the format of the assessment, what qualities are most important?)

OTHER EVIDENCE: Small group discussions and reviews of the h-brothers. All students should actively participate. Names slips will be used instead of calling on students to ensure that everyone is participating. Students should use this strategy when reading for other subjects as well.

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

I did a pre-assessment during the introduction lesson. I told a story about the h-brothers. I posed some questions and based on the students responses I learned that this is a topic that was taught in preschool at Breton Downs. However when asked if they remember anything about the h-brothers it was clear that the students did not comprehend the topic. This opened the door for me to explain and hopefully clear the air of what the h-brothers are really about. When talking to their teacher she told me that digraphs are an integral part of the common core standards for first grade, and comprehending this piece of language study is critical for their advancement in literacy. This pre-assessment helped me determine how to approach each lesson. One misconception that was evident was that the students thought that each letter was an individual sound.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition Meaning Transfer

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?)

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events -Participation in class activities and discussions on the different digraphs discussed. -Participation in the process of digging deeper and coming up with a rule to teach the Kindergartners. -Participation in the personal formation of words that contain the h-brothers. -Participation in apply this concept in their other readings. Such as in book club. I want my students to feel comfortable when learning this strategy. I think it worked out great that I did the majority of my teaching in small groups because it allowed for more individual explanation. The atmosphere for learning was a welcoming one. While the students worked on their menus I will played some background music; which we usually do while the students are doing their kid job. This creates a wonderful working atmosphere.
(Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Watching and interacting with the students while they are doing the activities will be a huge tool for me. In addition the products that they make such as the menu and the final assessment ill be helpful in my understanding of where they are at in comprehending this topic.
(How will students monitor their own progress toward acquisition, meaning, and transfer?) Students will monitor their own progress by writing in their word work book in the last lesson, but throughout the lesson they will monitor their work by a rubric in lesson two, which allows them to think critically about their work. What are potential rough spots and student misunderstandings?)

Some potential rough spots could be getting over the fact that not all letters make individual sounds. This is so imbedded in our brains that

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

sometimes it is hard to switch mindsets and allow a new concept to come in. It is kind of difficult to come up with a variety of different things for the students to do with digraphs. Its tempting to add in other strategies because they all flow nicely together. However I did not want to overwhelm the students.
How will students get the feedback they need?)

I will encourage them and give them feedback throughout the lessons, but also Mrs. Boersma is encouraging the hbrothers in other aspects of there day. So she also is offering feedback to the students. I will give them feedback on their final quiz and send it home so that they can review it with their parents.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum