Phonics Unit Plan

Subject: Phonics Grade: First Date: March 4th-8th 2024

UNIT/LESSON Bend II- Dealing With Trickier Words

From Tip To Tail: Lucy Calkins
CONTENT Continue to equip students with phonetic knowledge to read and write
OBJECTIVE(S) longer words more conventionally and independently.
NATIONAL 1RF3: Know and apply phonics and word analysis skills in decoding
STANDARDs words
1RF3a: Know the letter-sound correspondences for common blends and
consonant digraphs (e.g. sh, ch, th).
1RF3f: Recognize and identify root words and simple suffices (e.g. run,
runs, walk, walked)
1RF3g: Read most common high-frequency words by sight.
FOCUS/ KEY How do you break apart words and then put them back together?
QUESTIONS How to recognize the parts of words and work with them?
LESSON PRE Completion and understanding of Bend I- Reading all the way across
ASSESSMENT words
BARRIERS TO Processing speed, emerging readers, ADD, social emotional, speech
LEARNING language development
PLANNING WITH Multiple means of Language & Symbols
UDL representation
Illustrate through multiple media

Phonics instructions will be shown through

varying ways of representation, for example
showing vowel teams in a book or
diagraphs on a poster in the room.
Multiple means of action Physical Expression
and expression
Vary the methods for response and
navigation

Students will have the correct phonetic

whiteboard that will benefit them the most,
students are allowed to have varying timing
measurements to complete each activity
Multiple means of Self Regulation
engagement
Promote expectations and beliefs that
optimize motivation

Teachers will model practicing phonics the

correct way, students will have mentally set
 and will work towards goals every phonetic
session
READING/ BEFORE: Back, best, just, think, with
VOCABULARY DURING: Than, that, when
AFTER: Could, should, would
ASSESSMENT Word Wall with student sharing

MATERIALS Individual whiteboards

Dry erase marker
Computer and access to videos/presentations
Syllable game board
Syllable game cards
Ee and ea worksheet
Phonics flashcards
Sp, sk, sm headings and word wall worksheets
Word sort

LEARNING STRATEGIES

DAY 1 Reading Across Even The Longest, Toughest Words, From Beginning To
End
WARM UP (5 min) Put the different parts of the word “jumping” on the board in an incorrect
order. Example:) ump j ing
Ask students to read the word to you. They will respond with it is not a
word.
Ask students what they think will happen if you put the parts in a different
order. Allow time for students to think and make a prediction. Rearrange
the order so it will read “jumping.” Ask students to read the word now.

“We can read parts of long words but we still need to make sure we read
all the way across from beginning to end.”
INTRODUCTION/ “Today in phonics I want to teach you that readers look across a
MOTIVATION/ whole word from beginning to end, using parts they know, like
Prior Knowledge blends and word parts, to read even the longest, toughest words.”

*Leave time for students to ask questions and make comments on today's
teaching point. From Tip to Tail Unit 3 copy.pptx SLIDE 44
WHOLE CLASS New snap words! From Tip to Tail Unit 3 copy.pptxSLIDE 46
ACTIVITY Remind students how we work with snap words: read it, study it, spell it,
cover, write, and check it, and use it.
Than
Have students read it together. Call students to share what they notice
when they study the word. Prompt them to share what digraph is in than.
Spell than out loud together. Cover the word then and have students
write it on their whiteboards. After students are complete, remove the
 cover and have them check their spelling. Call on a few students to use
than in a sentence.
That
Have students read it together. Call students to share what they notice
when they study the word. Prompt them to share what digraph is in that.
Spell that out loud together. Cover the word that and have students write
it on their whiteboards. After students are complete remove the cover and
have them check their spelling. Call on a few students to use that in a
sentence.
When
Have students read it together. Call students to share what they notice
when they study the word. Prompt them to share what the “wh” is doing in
when. Spell when out loud together. Cover the word when and have
students write it on their whiteboards. After students are complete,
remove the cover and have them check their spelling. Call on a few
students to use when in a sentence.
GUIDED & Read long and tricky words from start to end together.
INDEPENDENT From Tip to Tail Unit 3 copy.pptx SLIDE 45
PRACTICE WITH Put the following words on the board, split up spelling and add the “y”
UDL ending later. Reiterate how you are reading through the whole word.

Word 1: st ink
“What does this word spell?” “How can we use it in a sentence?”
“How can we make this word longer?” -Prompt students if needed to add a
y at the end.
New word: st ink y
Remind students of the tricky y lesson. “What sound does the y make in
this word?” “What does this word spell?” “How can we use it in a
sentence?”

Word 1: sm ell
“What does this word spell?” “How can we use it in a sentence?”
“How can we make this word longer?” -Prompt students if needed to add a
y at the end.
New word: sm ell y
Remind students of the tricky y lesson. “What sound does the y make in
this word?” “What does this word spell?” “How can we use it in a
sentence?”

Exit Ticket Call on students individually to recite and spell their new snap words
correctly prior to leaving the carpet.

DAY 2 Spelling Words, Part By Part

WARM UP (5 min) What might we notice in words?
From Tip to Tail Unit 3 copy.pptx SLIDE 48
Project the diagram of things to notice in words:
-Vowels, long? Short?
-silent e
-word parts
-blends or digraphs, beginning or end?
-syllables
-word endings

For each bullet point, call on a few students to share an example of a word
that they can come up with. Prompt students to an answer if more help is
needed.
INTRODUCTION/ “Today I want to remind you that as you become more expert in
MOTIVATION/ knowing parts of words, you can use what you know about word
Prior Knowledge parts to help you spell all the way across a word. You say the word,
listening for all its parts, then you spell it, part by part.”

*Leave time for students to ask questions and make comments on today's
teaching point. From Tip to Tail Unit 3 copy.pptx SLIDE 47
WHOLE CLASS Pick a read aloud and project it on the screen. Stop every few words and
ACTIVITY ask a new student to identify what they notice in the word, and where it
falls from our list. Have all students read it out loud and write it on their
whiteboards. Continue with the story and stop every few words, so every
student gets a chance to relate a word to the list.
GUIDED & Have students get a book from their individual book bins. Give them a few
INDEPENDENT moments to read their book and pick a word that they notice something in.
PRACTICE WITH Have them write it on their individual whiteboards and return to the carpet.
UDL Allow students to share the words they studied with their peers.

Exit Ticket Phonics Flashcards!

FryFirst100SightWordFlashcardsFree-1.pdf
Take turns holding cards to the whole class and having a group answer,
and also students individually answering the flashcards by holding it up to
them.

DAY 3 Miss Natalie Video NEED ACCESS THROUGH SCHOOL COMPUTER

miss natalie.jpg
WARM UP (5 min) Prior to the Miss Natalie video play the ee and ea phonics song. Allow time for
students to share comments and ask questions about the video before beginning
the Miss Natalie video.
EE and EA phonics song
INTRODUCTION/ “Today Miss Natalie will be teaching you about vowel teams and
MOTIVATION/ making words with ee and ea.”
Prior Knowledge
*Leave time for students to ask questions and make comments on today's
teaching point.
WHOLE CLASS Watch the Miss Natalie video with the students. Pause and ask questions.
ACTIVITY Ensure students are following along and writing what Miss Natalie says on
their whiteboards. Walk around and offer help and tips to students in need.
Pause video for clarification if multiple students are confused.
GUIDED & Ee and ea phonics and math worksheet.
INDEPENDENT ee, ea phonics and math
PRACTICE WITH
UDL Read through the directions with the students before they complete on
their own. Students will read the ee and ea story and use a green and
yellow crayon, marker, or highlighter to color the ee and ea vowel teams.
They will tally up the number of ee and ea words they counted and add the
tally marks to the correct box. They will write the number they found below
and complete the comparison question to write if the number of ee words
is greater than, less than, or equal to the number of ea words.
Exit Ticket Turn and share with a partner as many words with vowel teams you can
come up with.

DAY 4 Hearing ALLL the way across words- and putting a vowel in each syllable
WARM UP (5 min) Let's Learn About Syllables | Jack Hartmann
INTRODUCTION/ “Today I want to teach you that when writing words, writers don’t just
MOTIVATION/ focus on the consonant, blend, or digraph at the end of a word part.
Prior Knowledge They also think about the vowel. It can be easy to forget that there is
a vowel in every word part, and in fact, in every syllable of a word.”

*Leave time for students to ask questions and make comments on today's
teaching point. From Tip to Tail Unit 3 copy.pptx SLIDE 49
WHOLE CLASS Vowel inspectors- one vowel per syllable
ACTIVITY From Tip to Tail Unit 3 copy.pptx SLIDE 50 & 51
Read the story with one vowel per syllable and check
GUIDED & Divide students into groups of two or three. Each group will receive a
INDEPENDENT game board and flashcards, and every student will have a bingo chip.
PRACTICE WITH Students will pick the picture up from the deck and move their bingo chip
UDL the same amount of spaces as the number of syllables in the picture.
Students can play for as much time available, and can restart if they finish
the game board. FREESyllableCountGame-1.pdf

Exit Ticket Let each student have a turn dragging the box to the correct number of
syllables in the picture provided. If they can not complete this task, have
 them go again and further explain syllables for them.
TPT Phonemic Awareness - Syllables

DAY 5 Word Sort IMG_2238.JPG

WARM UP (5 min) Review the sounds that sp, sk, and sm blends make.
Call on students to provide examples.
Project the pictures from the word sort and go over what every picture is of
prior to starting to cut and glue words. IMG_2238.JPG
INTRODUCTION/ “Today our word sort will consist of SP, SK, and SM blends in
MOTIVATION/ words.”
Prior Knowledge
*Leave time for students to ask questions and make comments on today's
teaching point.
WHOLE CLASS After reviewing pictures from the word sort, students will cut out the
ACTIVITY pictures and blend categories and correctly sort them on their desk. Once
checked, they will get out their phonics notebooks and glue their sort into
their notebook. IMG_2238.JPG
GUIDED & Have students create an s- blends poster with words they choose.
INDEPENDENT
PRACTICE WITH Students will come up with three words starting with sp, sk, and sm. They
UDL will write their word on the line in the box and draw a picture to show their
word. sp,sk,sm

Exit Ticket Word wall: Students will cut out their s- blends worksheet and create a
giant word wall of s- blends on the white board.
Link to headings to put on white board for students to put their blended
cards under sp, sk, sm headings

Disability Accommodation
Autism Checkpoint 4.1: Provide alternatives for
physically responding or indicating selections.
Deaf-Blindness Checkpoint 5.1: Use physical manipulatives.
Deafness Checkpoint 2.4: Make all key information in the
dominant language also available in the first
language for learners with limited-English
proficiency and in ASL learners who are deaf.
Emotional Disturbance Checkpoint 9.2: Seek emotional support for the
student.
Hearing Impairment Checkpoint 1.2: Provide written transcripts for
auditory clips.
 Intellectual Disability Checkpoint 7.1: Provide goals and challenges the
student is mentally capable of completing.
Multiple Disabilities Checkpoint 8.2: Differentiate the degree of
difficulty so challenges can be fulfilled.
Orthopedic Impairment Checkpoint 7.3: Create an accepting and
supportive classroom environment.
Other Health Impairment Checkpoint 3.2: Highlight previously learned
skills that can be used to solve unfamiliar
problems.
Specific Learning Disability Checkpoint 5.2: Provide sentence starters or
sentence strips.
Speech or Language Impairment Checkpoint 2.1: Provide graphic symbols with
alternative text descriptions.
Traumatic Brain Injury Checkpoint 8.2: Vary the degree of difficulty
depending on how severe the injury is.
Visual Impairment (including Blindness) Checkpoint 5.2: Provide text-to-speech software
(voice recognition), human dictation, recording.