Molly McCoy

Unit 1: Phenome Fun

Subject: Reading
Grade: Kindergarten
Name of Unit: Phenome
Length of Unit: 32 days
Overview of Unit:

Priority Standards for unit:

Demonstrating active listening, according to classroom expectations.
Following classroom listening rules
Following one step instructions, according to classroom expectations
Identifying sounds in spoken words
Blending spoken phonemes to form one-syllable words.
Segmenting spoken words into 2 or 3 phonemes
Supporting Standards for unit:
Producing rhymes in response to spoken words
Distinguishing orally presented rhyming pairs of words from non-rhyming pairs
Recognizing spoken alliteration or groups of words that begin with the same sound or
initial sound
Blending spoken sounds and rhymes to form simple words
Isolating the initial, medial, and final
Continuing a conversation through multiple exchanges

Unwrapped Concepts Unwrapped Skills Blooms

(Students need to (Students need to be Taxonomy
know) Nouns the what able to do) Verbs Levels Webb's DOK

Active listening
according to classroom
expectations Demonstrating Remember 1

Classroom listening
rules Following Remember 1

One step instructions, Following Remember 1

 according to classroom
expectations

Sounds in a spoken
word Identifying Understand 2

spoken phonemes to
form one-syllable
words. Blending Apply 1

spoken words into 2 or

3 phonemes Segmating Apply 2

Essential Questions: (All questions are based off priority standards. We do not write questions
from supporting standards. What questions by the end of the unit do the students need to be able
to answer? If you were giving parents what main questions the unit to test their children at home.
Every question starts with how or why)
1. How do you show active listening from our classroom rules?
2. How do you follow classroom listening rules?
3. How do you follow directions from our classroom rules?
4. How do you pick out sounds in a word?
5. How do you make a word with sounds?
6. How do you break down words into 2 or 3 sounds?

Enduring Understanding/Big Ideas: (Answer essential questions but look through a lense of a
parent)
1. The students will be able to sit quietly while the teacher is speaking, make eye contact
when the teacher is speaking to the student and ask appropriate questions relating to the
topic.
2. The students will look at who's talking and stay quiet.
3. The students will be in control when the teacher is and is not watching them, they will
wait for the teachers instructions and be kind to all.
4. The students will be able to depict a sound they here from words.
5. The students will be able to put single sounds together to form words.
6. The students will be able to take apart more than 1 sound in a word by sounding out the
words.
Unit Vocabulary: Priority and Standard
Academic Cross-Curricular Words Content/Domain Specific

Demonstrate Domain
Active Domain
Listening Domian
Expectations Domain
Following Domain
Rules Domain
Instructions Domain
Identifying Domain
Sounds Content
Spoken Domain
Words Domain
Blending Content
Phonemes Content
Form Content
One-syllable Content
Segmenting Content
Producing Content
Rhymes Content
Response Domain
Distinguishing Domain
Orally Domain
Presented Domain
Rhyming Content
Pairs Domain
Non-rhyming Content
Alliteration Content
Groups Domain
Sound Content
Form Domain
Isolating Content
Medial Content
Continuing Domain
Conversation Content
Multiple Domain
Exchanges Domain

Topics 1 Identifying Sounds

Main Teaching Topics: (Topics are the main teaching points broken apart into chunks)
1. On anchor chart paper

Engaging Experiences
(These are not lesson plans these are engaging moments the students should have during this
unit)

Engaging Experience 1
Title: Sounds memory
Suggested Length of Time: 60min. May run over or under a bit.
Standards Addressed
Priority: Sound/letter recognition and tracing and handwriting ability.
Detailed Description/Instructions: Depending on how many kids I have will determine how
many plates I need. On my own I will put tracing lines on all the plates of all letters and
their duplicates. I will give each kid 3-4 plates to trace with capital and lowercase letters.
This will work on their handwriting. I will take time to explain this for 5 min. Then I will
expect them to take at least 10 min to trace their plates. We will then meet back at the
carpet. I will take another 5 min to explain what's next. I will go through each plate and
expect them to say the name of the letter first then then the sound. They will notice some of
them have the same letters . This will also take at least 10 min. Then I will explain the game
part for 5 min. As a class we will place the plates in columns and rows on our carpet space
face down. I will have them sit right in front of the plates. They will take turns flipping 2
plates over in hopes they get matches. When its their turn i will ask them to say the name
and the sound. This will take 30min.
Example:

Engaging Experience 2
Title: Alphabet Soup
Suggested Length of Time: 60 min
Standards Addressed
Priority: Naming letters name and sound. Recognizing that letters make words.
Detailed Description/Instructions: On my own I will need 1 big pot and many different
bowls depending on how I want to split them up and how many kids I have. I will also need
different forms of letters, like foam letters. All together I will have my big cooking pot and
the letters in a different container for now. As a class we will go through each letter and
their sound and name. As we do this i will add them to our Alphabet soup. Explanation will
take 5 min. Go thru each letter and adding them will take 15 min. Then I will explain I
want to share my soup. First I will explain to them that since we already named and said
their sound that now I want words. Explanation and examples of this will take 10 min. I
will then break them up into a small group. Give each group a bowl, fill it up with letters
and have them get out a paper and pencil. I will ask them to write down each word they
make as they make them. This should take 30min. If we have time we will come back
together and share some words we made.
Example:

Topics 2 Behavior in the Classroom

Main Teaching Topics: (Topics are the main teaching points broken apart into chunks)
2. On anchor chart paper
(These are not lesson plans these are engaging moments the students should have during this
unit)

Engaging Experience 1
Title: Ms. McCoy Says
Suggested Length of Time: 60min
Standards Addressed
Priority: Knowing the difference between acceptable and not acceptable behavior.
Detailed Description/Instructions: I will begin this asking them what good and bad havior
is to them, we will have this class discussion for 10 min. After I will read a quick No David
book. We will talk about his bad behaviors. This will take 10 min. Then I will go over good
and bad behaviors in the classroom like, raising your hand VS shouting out, sitting criss
cross applesauce VS sitting however you want, whisper voices VS shouting, walking feet VS
running ext. This will take 20 min because I want to take time so they know exactly what is
expected and their consequences. We will then play our game Ms. McCoy says. I will say
Ms. McCoy says be silent or Ms. McCoy says raise your voice. After each question i will ask
them if this was acceptable or not acceptable behavior. I will make sure this does not get
out of hand and do ones like running. This will take the remainder 20 min.
Example:

Engaging Experiences

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
Teacher- Alright loves we are going to review our jolly phonics! Please meet me at your carpet spots.
Students- Goes to carpet and sits nicely.
Teacher- Right now I am going to give each of you 2 or 3 plates with letters to trace on them. When I
call your name you will come grab them then go back to your desk and trace them.
Students- One by one they come take them then go to their desk.
Teacher- *5 min hears arguing*
Student's- Situation. Barrett and Lillian are fighting because they both have the same letter and begin to
say mean things. (this may seem like a silly situation but I feel confident in saying this argument would
actually happen)
Teacher- *Walks over to Barrett and Lillian* What's the problem guys?
Students- Barrett says I'm not supposed to have an A too and called me a copy cat.
Teacher- *Explains to Barrett the point of the game is to have matches not meanly but so he
understands why there are duplicates and also explains that name calling, no matter what it is, is not
acceptable in my classroom.* Please apologize to Lillian. Barrett take care of Barrett and Lillian take
care of Lillian. Keep the hard work up!
Students- Barrett understands why we have duplicates and apologizes and both students continue their
work.
Teacher- Is everyone done with their tracings?
Students- *all students* Yes Ms. McCoy!
Teacher- Meet me at your carpet spots then.
Students- Sits in spots.
Teacher- Before we play our fun game let's review everyone's plates with their letters. I want you to
name 3 things for each plate. The name of the letter, the sound and if it's a capital or lowercase letter.
Can we do this quickly so we can get to our game?
Students- *All* Yes!
Teacher- *Goes through all letter plates without any problems and within 10 min and is able to explain
the game.*
Students-Continue to wait for instructions.
Teacher- We are going to play a matching game! Did anyone noticed how there were many plates with
letters on them that were exactly the same!
Students- YES
Teacher- Me too! That was on purpose. As a team we are going to stand up and put the plates in 4 rows
with the letters facing the ground so we can't see them!
Students- *with teacher guidance place plates in 4 rows*
Teacher- Perfect. Now let's all sit in behind the rows so we don't mess them up.
Students- *Moves behind the plates*
Teacher- Now we are going to take turns and youll flip one over first and tell me what 3 thing?
Students- Ava says the letter name, the sound and if it's a capital or lowercase letter.
Teacher- Splendid job, yes that's correct. And if you get all 3 of those correct you get to flip another
one over.
Students- *Gasps*
Teacher- When you flip the 2nd one over and tell me those 3 things you hope that they are the exact
same letters even if they are both a capital or lowercase letter. If you get a match you get to take it, if
not you place them right where you got them.
Students- Immediately raise hands for a turn.
Teacher- *Calls on Calvin*
Student- *Calvin picks a big B and little c, he tells me everything and sits down*
Teacher- Picks a couple others and this continues until I pick Carl.
Students- Challenge. *Carl gets picks a big M but can't figure out the answers to the 3 questions* Ugh I
don't know if this is a big or little letter!
Teacher-* Goes to white board and draws a line like on notebook paper with the dotted lines in the
middle.* Look Carl, a little letter stay below the dotted lines so it's closer to the ground while a big
letter wants to touch the sky and reaches all the way up to the top line. *draws big and little m* So look
at that M again and tell me is it a big M or little m.
Student- *Carl so confidently* big M.
Teacher- Yes! Now pick another plate.
Student- *Picks another big M*
Teacher- Awesome, now tell me my 3 questions.
Student- It's an m it makes the sound mmm and this one is a tall letter.
Teacher- Why is it a tall letter?
Student- Because if I wrote it, both humps would hit the top line!
Teacher- Class is he right?
Students- Audience. Yes he is!
Teacher- Alright Carl you can take those back to your desk. *Game goes on until there are no plates
left* After this I will assess their overall understanding of sounds. I will call them up one by one and
give them a hand full of letters to read to me.
Students- *during this they will practice their sounds from their sound packets that we made earlier in
the year and use their pointers to say them to themselves
I did not do a project type assessment because sounds are so early in the year and I do not think they
would be ready or independent enough to put a project together by themselves so instead we played
almost a review game for them then I do a face to face assessment of learning.