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Springfield College

Unit Plan Template

Teacher: Amanda Upchurch
Unit Plan
Subject: Reading, Writing, Word Work
Grade Level: Third Grade
Calendar Layout and Lesson Plan Topics
Unit Plan Length: Ten Days
October 26th

October 27th

October 28th

October 29th

October 30th
Day One Part One
LLI Lesson 83
The Gingerbread

November 2nd

November 3rd

November 4th

November 5th

November 6th

Day One Part

LLI 83 The


Day Two
LLI 84 Out to

Phonics word
work (sight
words) and revisit
past reading group

Phonics word
work (sight
words) and level J
reading group
book (The Sword
in the Stone)

November 9th

November 10th

November 11th

November 12th

November 13th

Phonics word
work (-ed
sounds) and
level J reading
group book
(The Sword in
the Stone)

Day Three
LLI 85
Dinner for

Veterans Day No

Day Four
LLI 86 Just Wait
and See

Phonics word
work (-ed sounds)
and revisit past
reading group

November 16th

November 17th

November 18th

November 19th

November 20th

Day Five
LLI 87
In Winter

Day Six
LLI 88 All
About Animal

Phonics word work

Phonics word
Phonics word
work (-ay) and
work (-ame) and
digraphs we find in level J Henry and level J Henry and
our reading
spelling and
sounds) and level
J Henry and

November 23rd

November 24th

November 25th

November 26th

November 27th

Day Seven
LLI 89 The
Gecko That
Came to
November 30th

Day Eight
LLI 90

No School

No School

No School

December 1st

December 2nd

December 3rd

December 4th

Day Nine
LLI 91 Fun for

Day Ten
LLI 92 Home
Sweet Home

Teacher: Amanda Upchurch

Subject: Reading Group, Word Work and

Date: November 1, 2015

Grade Level: 3

Brief Summary of the Unit:

Provide an overview of what you will be teaching in this unit. Include big ideas, concepts,
factual content and critical thinking skills.
a) This unit plan is the host of many Leveled Literacy Intervention strategies in order to assist
students in increasing reading levels and preparing them for the Fountas and Pinnell
comprehension testing by practicing verbal responses consistently in a low stress
environment. This unit plan will also include daily word work and interactive writing. The
students will be working mainly on strategies that they can use to decode when reading.
Even through interactive writing the students will be prompted to tell me the beginning
sound of a word thus we can build the word on the practice side. They then write it three
times, before putting it into their final draft. On the final side, the students will re-start
rather than erase giving them even more practice, on spelling the word they are writing
about. Aside from high-frequency words and spelling, the students will be learning
through word work and reading about narrators, different text genres, suffixes, consonant
clusters, the many sounds that one or a group of letters makes. But most importantly they
learn to love reading. In my other reading groups that are set up in a similar way to the LLI
reading group, students are elated when they get a new book, these lessons are made to
have the student be successful and practice the correct way of pronouncing and writing
words. We break down sounds, allow the children to have choice in what they write about,
we leave room for them to come up with their own words to add to word work lessons and
we boost their confidence by preparing and encouraging them throughout the book
introductions and their own work.
Provide a rationale as to why it is important for students to learn these big ideas, concepts,
content and skills being taught.
a) This unit plan is designed to be a reading intervention. Without the skills to read
independently, the students who are pulled out of the room for all academic areas would be
unable to re-enter the general curriculum classroom. Thus this reading group set up is an

intensive way to have the students practice forming sentences, spelling, grammar,
practicing phonics generalizations, reading with fluency, decoding, reading with accuracy,
responding to a text in writing, connecting to the text and many more. The skills used in
word work help the students decode while reading, the skills used in reading the text help
the students writing. Each day they are building off of their own learning simply by
following the schedule of the lesson. When they are warming up their voice, they are
practicing to gain fluency and to internalize the good reader strategy of re-reading for
understanding, for prosody and for enjoyment.
b) As I remind the students all the time in all of my reading groups, this practice is important
because the more we see, hear and write these words that easily it is going to get for us
when we are reading and writing. We will keep seeing these words and talking about them
thus this practice, is what all readers use to be great. The main goal that I have for this unit
plan is comprehension of a wide variety of texts, a love for reading and ultimately a
mastery of the skills necessary for higher score placements from Fountas and Pinnell
Provide an overview of the teaching methods you will be using in this unit.
a) In one short, quick hits type manner the students will receive word word, reading and
writing (interactive paired heavily with teacher assistance in spelling and grammar) thus
each of these content areas are tied thematically and strategy wise. The word work is
planned based on the standards for the unit, but are tied into the text that we are reading
that day, the students are then seeing the language rules in the form of a new text or
through practicing a familiar text. Then the students practice writing some of the strategies
that we discussed, as they write about the text with teacher guidance. Thus the students are
seeing these phonics rules, high-frequency words, suffix endings or consonant clusters
through many different mediums. The way that the text is written also provides for
students to be practicing many goals over time, for example the phonics work in a
particular area may come back around in a week. This allows for the students to gain
confidence in their own mastery of the skill as well as have extra time to practice what they
have learned.
b) The main teaching method that I use during reading group is goal setting and
encouragement. This population of students in particular does not trust their own
knowledge; they second guess every answer and revert to the incorrect statement that they
are not smart. In addition the students struggle with the stigma of the IEP labels and room
that they learn in, and their self-esteem is crushed. Thus in asking for their opinions, their
connections and for their additions to word work I am showing them that their voice is
important to me. There is also room for a lot of praise, I am with each group through every
section of the reading group and can thus hear all of the strategies that they are using. The
books are also chosen with the interests of the students in mind, if a book is apart of a
series, I will ask the students if they would like to read more books about these characters.
Their interests are just as important to me as the content, because their love for reading
needs to be fostered or preserved.
Provide a rationale as to why these teaching methods would be the best choices to teach this
c) As you can see in the length of the big ideas, concepts and critical thinking skills, these ten

days will be packed with new skills and the practice of previously learned skills. The
students overtime gain mastery of the objectives because of the frequency that they are
exposed to them. After learning a phonics skill such as the different sounds the suffix ed
makes (/d/, /t/ or /ed/), I will ask the students about the ending sounds that they hear in
some words that have the ed suffix in the books that we read. After the syllables phonics
lesson, we will intermittently find the number of syllables in words that we read. For
example two books have the main character of Father Bear, telling the students that we
know this word, how many syllables does it have. Quick check-ins like these is very
informal and reminds the students of past skills that they already know. This in turn
increases the students confidence as readers. Repetition for how the future Fountas and
Pinnell testing is also a goal. The reading records that I will take during the unit plan will
help me to keep track of where the students are testing at, as well as be helpful in a way
to concretely show the students what they did well and what we need to work on. However
it also is a way to get the students comfortable with the testing that will happen in January
to re-assess their reading levels. Although the students are reading at a level J in the other
reading group meetings during the week, the literacy intervention is lower because of their
tested reading levels from October. Even if the students excel quickly, I need to make sure
that they are getting the phonics and writing skills that match where they were tested at to
give them more practice and confidence at those levels, specifically F and H as the students
tested around a level E.
d) As we continue to apply known words, spellings and phonics generalizations, the students
bank of literacy strategies will continue to grow. They will feel more comfortable in
situations where they have to read, I hope to see this when we read math word problems,
rather than ask me to read every question I am hoping that they will being to read parts of
worksheets or problems themselves.

Stage One Desired Results

What do we want the students to learn?
Massachusetts Framework Standards:
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
Distinguish their own point of view from that of the narrator or those of the
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
Know and apply grade-level phonics and word analysis skills in decoding words.
c. Decode multisyllabic words
Read with sufficient accuracy and fluency to support comprehension.

c. Use context to confirm or self-correct word recognition and understanding, rereading as

With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Enduring Understandings:
Big Ideas:
Understand compound words
Understand that adding ed to a word shows that something was done
and makes the sentence sound right
Fluency is reading like you are talking
Good readers read with emotion and emphasis
Base words and endings help good readers to decode words while
Use meaning, language structure, and visual information to self-monitor,
self-correct, and solve words while reading
Good readers bring background knowledge to the reading of a new
version of a traditional tale
Good readers follow the plot of a traditional tale and understand the
Known words help good readers read new words
The following strategies help good readers decode words: meaning,
structure, visual information.
Good readers read with fluency and prosody.
As readers we use many strategies to decode words, and comprehend the story.
It is important to categorize words based on patters in sound and spelling.
Genre features are important to understanding a text.
Using our schema is an important strategy for good readers to use.
Good readers make connections to themselves, to the world and to
other texts.
There is a narrator of this story.
This story is apart of the series.
Double vowels have different sounds in different words, but knowing these two sounds
helps us as readers.
Consonant clusters are two consonants that make one sound. These are frequently found in
our reading and knowing them will help us to read new words.
Fun for Hugs is a book that is apart of a series about the mischievous cat.
Good readers can identify humor in a text.
Good readers can use phonics rules to read new words.
Good readers think about the book as they read.
Constant clusters and vowel digraphs and other word blends help us to
decode. We will become more familiar with these sounds and how they

look overtime. We need to practice saying them, reading them and

writing them.
Traditional Literature
Literary Beginnings
High-frequency words
Visual information
Double vowels
Consonant clusters
Vowel word families
Vowel digraphs
Text to self connections
Text to text connections
Text to world connections
Essential Questions:
Did you like this book?
Did you like the gingerbread man character?
How does he feel?
There are a lot of characters in the story who are the main ones? (extra
question to ask)
What did you notice about the characters who run after the gingerbread

Did this book remind you of any other books?

Have you ever read The Little Red Riding Hood? How does it connect?
Revisit any areas of the book that the students self corrected, did well or struggled to
decode. What words/parts did you have trouble reading?
What is the story about?
How does the boy feel during the story? (When they are ordering food, eating the food and
at the end)
How do the boys feelings affect the story?
How does the family feel during the story?
How do you feel about Maisy?
What connections can you make to this book?
Talk about the differences between In Winter and All About Baby Animals to discuss
the genre difference.
If this book was longer what do you think would happen next?
F&P Did you think that was going to happen?
How do you feel when you lose items?
How do you feel about Hugs? Do you like him?
Are your own pets like Hugs?
How would you feel if your friends did that to you when you were starting a project?
F&P How did Hen react? Is that how you thought that she would? What in the text is your
Categorization of words based on their sounds
Main characters
Characters feelings
Characters feelings
Double Vowels (placement and sounds)
Vowels and their sounds
Consonant clusters
Character traits
Vowel word families

Text to self connections
Text to text connections
Text to world connections

Critical Thinking Skills:

Understand that adding ed to a word shows that something was done
and makes the sentence sound right
Use repetitive language
Read with intonation, phrasing, and pausing (using the punctuation)
Use appropriate word stress while reading
Use meaning, language structure, and visual information to self-monitor,
self-correct, and solve words while reading
Fluently read the text (practice and read multiple times)
Recognize and bring background knowledge to the reading of a new
version of a traditional tale (discuss Once Upon a Time)
Follow the plot of a traditional tale and understand the ending
Follow word work activity of categorizing words based on their sounds
Discuss their strategies for categorizing the ed words
Read consonant digraphs
Use known words to read new words
Identify and give verbal understanding of a syllable (practice by
Read with fluency (like talking)
Self-monitor, self-correct and use meaning, structure and visual
information to decode words while reading
Answer essential questions with textual evidence
Read with intonation, phrasing, appropriate words stress, and pausing
(using punctuation)
Use base words and endings to solve words while reading
Use one or more of the following strategies to decode: meaning,
language and structure
Learn new words by recognizing consonant digraphs (past, current
pohnoes word and the LLI chart)
Identify and give verbal understanding of a syllable (practice by clapping)
Read with prosody and fluency (like talking)

Use known words to read new words
Identify and give verbal understanding of a syllable (practice by clapping)
Use known words to read new words
Create words with the consonant clusters and word chunks for word work.
Use known words to read new words
Identify and give verbal understanding of a syllable (practice by clapping)
Read with prosody and fluency (like talking)

Stage Two Assessment Evidence

What will the students have to do in order to demonstrate their

understanding of the material?
Performance Tasks:
Categorization of the the word work words (/d/ /t/ /ed/)
Fluency and prosody of their reading (you sound like talking)
Ability to answer the closing questions
Reading record
Interactive writing
Ability to clap the syllables
Identify and give verbal understanding of a syllable (practice by clapping)
Categorizing words based on how words sound and look.
Categorizing the words with double vowels based on the words moon and look.
Interactive writing
Work work chart
Accuracy and Self-Correction
Comprehension questions
Recognition and identification of word work skills
Pronunciation of word families that we already know
Word categorization based on sounds
Fold sheets that are related to the plot of the text
Fountas and Pinnell comprehension questions/discussion
Other Evidence: quizzes, tests, prompts, etc.
Their completion of categorizing the -ed suffix words on their own based
on the sound (words that we practiced and new words)

Peer to peer discussions of the book

Categorization of words by sound
Creating sentences for their writing notebook
Using tools like magnetic letters, word cards and white boards
Reading record

Self-Assessments and Reflection:

With each lesson we talked about how they felt about the book, as well as the questions that they
answered. The complexity of their writing was a good signal to how well they are able to express
their knowledge on a test for example. Each day however, the students behaved in a stress-less
manner though they were focused on checking the back of the book for its level. They wanted to
push themselves to the next reading level and tried very hard on running records. They also took
my daily compliments and small goal setting very seriously.

Stage Three Lesson Plans

Attached in separate documents