CURRICULUM MAP Title of Unit: Reading Triumphs Unit 1, Week 1-5, Lesson 1-25

1. CURRICULUM MAP Title of Unit: Reading TriumphsUnit 1, Week 1-5, Lesson 1-25 Author: Veronica B. Sanchez-Cordova Subject/Content Area: Reading

2. Enduring Understandings & Essential Questions • What words can you blend with the short /a/ sound? • What sentences can you read with high frequency words for this lesson? • How can you recognize words with the short a /a/ sound? • Record facts about characters while reading. • Retell the story using evidence in text and illustrations. • How do you segment phonemes? • Say words with the short a sound. • What do the words jump, run, leap, and hop mean? Describe these actions. • Identify the characters and setting of the story.

3. Content (knowledge), skills, and dispositions • *Phonemic awareness • *Phonics • *High Frequency Words • *Oral Vocabulary • *Build Fluency • *Reading Triumphs • *Comprehension • *Write • *Grammar • *Writing • *Informal Assessment • *Formal Assessment

4. Instructional Objectives • *Blend phonemes • *Blend words with /a/a. • *Read high frequency words • *Develop oral vocabulary • *Improve word accuracy • *Read words in connected text • *Write letters, words, and a sentence. • *Identify phonemes in isolation • *Identify story structure: character and setting • *Segment phonemes • *Write letters, words, and labels • *Model fluency • *Review phonemes • *Review blending short a words • *Review high frequency words • *Review story structure: character and setting • *Increase reading speed • *Write and share simple sentences • *Read independently

5. Activities (How will students learn the content?) • Phonemic Awareness • *Listen for /a/ - The children will orally blend the phonemes as I point to each markers. • Phonics • *Introduce Short /a/a • *Review Initial Consonants- The children blend words, sound by sound. • Character and Setting – The students will point out characters and setting, they will describe the characters and setting. • Daily Writing Prompts • Dictation – The students will write complete sentences. • Grammar • *Sentences • *Mechanics: Sentence Capitalization – The students will identify capital letters that have been written on the board and write sentences with correct capital letters. • Writing • *Ideas: Personal Narrative

6. Activities (How will students learn the content?) • High Frequency Words • *and, I, jump, not- The children will make up sentences using the words, provide sentence starters and have children write sentences on the board. • Oral Vocabulary • *Movement words- the children will define words, show action or movement, use each word in a sentence or pantomime words. • Fluency • *Word Automaticity, connected text – The children will blend and say words after teacher. • Read • *“Jump!” • *“Pam Run” • *“Sam Can Nap” - The students will read and blend words, choral reading, independent reading, or partner reading. • Strategy • Analyze Story Structure

7. Activities(How will students learn the content?) • Informal Assessment • *Quick Check • Formal Assessment • *Weekly Assessment • ISIP Early Reading is a comprehensive assessment for developing readers in Pre-Kindergarten through 3rd Grade. ISIP Early Reading assesses all critical areas of early reading development including: • Phonemic Awareness • Alphabetic Knowledge • Vocabulary • Comprehension • Fluency • Starfall.com is a free public service to teach children to read with phonics

8. Assessments (How will students demonstrate mastery of the content/how will you assess students?) • *Quick Check – informal teacher observations of each lesson to determine how effectively students participate in and complete a lesson • *Monitoring progress – weekly assessments to monitor mastery of skills, evaluate grade level skills, and to determine readiness to take exit test. • *Fluency Assessment – oral reading accuracy, speed, and expression to verify or clarify instructional decisions • DIBELS (Dynamic Indicators of Basic Early Literacy Skills). • Sight word tests (teacher made) every nine weeks • MAP® Measures of Academic Progress®

9. Resources • -Reading Triumphs • -Practice Book • -Sound-Spelling Workboards • -Large Letter Cards: • -Word Cards • -Markers or counters • -Pocket Chart • -Photo Cards

10. Resources • -Letter tiles • Comprehension Cards • -Markers and counters • Listening Library • Take Home book • Assessment Book • Online Resources: • Interactive White Board • Graphic Organizer • Computer

11. Standards Addressed • Language Arts Standard 1 • Reading and listening for comprehension. Students will apply strategies and skills to comprehend information that is read, heard and viewed. • Language Arts Standard 2 • Writing and speaking for expression. Students will communicate effectively through speaking and writing. • Language Arts Standard 3 • Literature and Media Students will use literature and media to develop an understanding of people, societies and the self.

12. ITSE Standards for Students • 1. Creativity and Innovation • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology • 2. Communication and Collaboration • Students use digital media and environments for communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

13. ITSE Standards for Students • 3. Research and Information Fluency • Students apply digital tools to gather, evaluate, and use information. • 4. Critical Thinking, Problem solving, and Decision Making • Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. • 5. Digital Citizenship • Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

14. Areas that I Incorporated that were new to this Curriculum Mapping I wanted to incorporate these topics because when working with a special education K-2 these are issues needed to be addressed in my class daily. Without addressing these three areas, because of student need, these areas need to be addressed before the lesson, during the lesson, and after the lesson. • Self- personal hygiene, safety choices, consequences, self-expression, • Community- family, friendships and the • World-, technology, our surroundings and population. • Online Computer Programs- • I-station is an Early Reading comprehensive assessment for developing readers in Pre-Kindergarten through 3rd Grade. ISIP Early Reading assesses all critical areas of early reading development including: Phonemic Awareness, Alphabetic Knowledge, Vocabulary, Comprehension, Fluency • Starfall.com which is a free public service to teach children to read with phonics

15. Areas that I incorporated that were new to this Curriculum Mapping • Personal Hygiene Web sites • http://www.youtube.com/watch?v=sD-eoInsKuk • Friendships Web sites • http://www.youtube.com/watch?v=KxDTjRPmVNA • Safety Choices Web Sites • http://www.youtube.com/watch?v=eV-OZc9jcWc • World Surroundings Web sites • http://www.youtube.com/watch?v=sQIzoLURl2g • Consequences Web sites • http://www.youtube.com/watch?v=70Uy7d4bHY&feature=related • Technology • http://www.youtube.com/watch?v=JEIHogpVJ1khttp://www.youtube.com/watch?v=m6deHVIfFaU&feature=relmfu

16. Areas that I incorporated that were new to this curriculum mapping • Self Expression • http://www.youtube.com/watch?v=Q7uP-QnIWjk • Family http://www.youtube.com/watch?v=GiRUF7hvWuM Population • http://www.youtube.com/watch?v=sc4HxPxNrZ0 • http://www.youtube.com/watch?v=4B2xOvKFFz4&feature=relmfu

17. Why I chose Curriculum Mapping? • To ensure that I am covering the standards, benchmarks, and objectives in the 1st Grade Reading Triumphs Intervention Program. • My goal is to help my students develop real world concepts when learning how to read. I want to make my teaching strategies become clear and create a balance between teacher-directed concepts and student thinking.

18. Through this process I Discovered: • I need to participate in more grade level planning • correlating with the K-2 team on a more regular basis besides social activities • I also learned that as a Special Education team we should be working more collaboratively to ensure that the skills we teach are being carried over from primary to intermediate grades. • I need to becoming more familiar with Models like Understanding by Design, Differentiated Instruction, and 21st century concepts that provided to help included, and combine these models into our current curriculum to have a successful competitive curriculum.

19. My Predictions • I predict these changes will run smoothly. • Through this, delivery of the curriculum it would be conveyed that these are vital strategies used to focus on the quality of learning for the future of children to become productive citizens and this will help them in all aspects of life

20. Conclusion • When addressing Self, Community and the World by identifying some of the roles they play in their various situations, it will help students to explore their beliefs, values, and the basic needs. • They will also need to identify their own values and the affect these various roles will play in within themselves, the community and the world, while still learning how to read and write.