Standard 5 – UNBC Portfolio

Educators implement effective planning, instruction, assessment and reporting practices to create respectful, inclusive environments for student learning and development.

This unit plan highlights my implementation of Standard 5

UNIT PLANNING TEMPLATE

	Unit Topic / Guiding Question: English Language Arts/ Reading: Are all students able to recognize letters of the alphabet? If not how to get them there and challenge the students who are reading at grade levelWriting: Do students have the fine motor control, can they write letters properly, do they understand sound printing.
	Rationale: Reading: Literacy is the foundation for everything we do in school, students need to be able to read instructions, books, and it leads into writing. Reading is also necessary in our everyday lives, from reading directions, signs, shopping, etc. Writing: This is how we communicate; students learn the foundations for reading and writing Canadian English in Kindergarten and it builds every year that they go through school. Writing also works on student’s fine motor skills.
	STAGE 1: Desired Results
	UNDERSTAND	Big Ideas	Essential Questions
Through listening and speaking, we connect with others and share our world.	How can we teach all students to read and write the letters of the alphabet in lower and upper case, write their first and last name. For reading how to meet all students at their level and challenge them for decoding, fluency, vocabulary, and understanding sentences.
	DO	Core Competencies:
Communication	Thinking	Personal & Social
Communicating Collaborating Communicating encompasses the set of abilities that people use to impart and exchange information, experiences, and ideas; to explore the world around them; and to understand and effectively use communication forms, strategies, and technologies. Communicating provides a bridge between peoples’ learning, their personal and social identity, and the world in which they interact.	Creative ThinkingCritical & Reflective Thinking	Personal Awareness & ResponsibilityPositive Personal & Cultural IdentitySocial Awareness & Responsibility
	Learning Standards – Curricular Competencies:Use developmentally appropriate reading, listening, and viewing strategies to make meaning. Explore foundational concepts of print, oral, and visual texts. Use sources of information and prior knowledge to make meaning. Use language to identify, create, and share ideas, feelings, opinions, and preferences. Exchange ideas and perspectives to build shared understanding. Create stories and other texts to deepen awareness of self, family, and community.
	KNOW	Learning Standards – Content:Students are learning, reading strategies, oral language strategies, writing process. Language features, structures, and conventions such as; concepts of print, letter knowledge/letter formation, phonemic and phonological awareness, and the relationship between reading, writing, and oral language.
	First Peoples Principles of Learning	Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge.Learning is embedded in memory, history, and story.Learning involves patience and time. Learning requires exploration of one’s identity.Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.	Comments on how you will address the FPPL:By understanding that every student is different and allowing flexibility, patience, and reflection to be ongoing. These are teaching my parents, grandparents, and great-grandmother instilled and demonstrated to me and what I will bring to each class.
	STAGE 2: Assessment Plan
	Formative Assessment (Assessment as Learning and Assessment for Learning):
	Through the discussions students will be prompted to participate and extend their thinking. They will be given informal verbal feedback throughout each lesson in both reading and writing.
	Summative Assessment (Assessment of Learning):
	I will be co-assessing students summatively with my coaching teacher as it is report card time. Students will be pulled aside one at a time and tested on sight words and other readings one at a time.
	Stage 3: Learning Plan
Date/Lesson	Learning Intentions	Instructional Activities (brief description here – lesson plans will be used to flesh out each lesson)
MondayLesson 1	Students are learning reading and writing strategies, building on what they already know and understand.	Students are divided into three groups or “literacy families”, green group is the lower level, here students are still learning the letters of the alphabet and how to write their name, orange group has students that are mostly meeting at grade level, they are familiar with the alphabet and do know how to write their names, yellow group is where all students in the group are meeting and even exceeding grade level. The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on “word families” with a group, today is hot, tot, and pot, I will differentiate the lesson for each group as the rotate through to meet them at their level. Yellow group will need less explanation and I expect they will get through the words, story, and practice with no problem so they will get to color the pages when they are done. Orange group will mostly likely get through the pages but will need more guidance, I will have coloring tools ready for them just in case. Green group may not get through the whole page, I will have to make sure I keep bringing their attention to the activity and make it more fun and engaging for them.
TuesdayLesson 2	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on “word families” with a group, today is fit, pit, sit, I will differentiate the lesson for each group as the rotate through to meet them at their level. Yellow group will need less explanation and I expect they will get through the words, story, and practice with no problem so they will get to color the pages when they are done. Orange group will mostly likely get through the pages but will need more guidance, I will have coloring tools ready for them just in case. Green group may not get through the whole page, I will have to make sure I keep bringing their attention to the activity and make it more fun and engaging for them.
WednesdayLesson 3	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on “word families” with a group, today is pet, set, bet, I will differentiate the lesson for each group as the rotate through to meet them at their level. Yellow group will need less explanation and I expect they will get through the words, story, and practice with no problem so they will get to color the pages when they are done. Orange group will mostly likely get through the pages but will need more guidance, I will have coloring tools ready for them just in case. Green group may not get through the whole page, I will have to make sure I keep bringing their attention to the activity and make it more fun and engaging for them.
ThursdayLesson 4	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on “word families” with a group, today is cat, hat, bat I will differentiate the lesson for each group as the rotate through to meet them at their level. Yellow group will need less explanation and I expect they will get through the words, story, and practice with no problem so they will get to color the pages when they are done. Orange group will mostly likely get through the pages but will need more guidance, I will have coloring tools ready for them just in case. Green group may not get through the whole page, I will have to make sure I keep bringing their attention to the activity and make it more fun and engaging for them.
FridayLesson 5	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on “word families” with a group, today is rut, tut, hut, I will differentiate the lesson for each group as the rotate through to meet them at their level. Yellow group will need less explanation and I expect they will get through the words, story, and practice with no problem so they will get to color the pages when they are done. Orange group will mostly likely get through the pages but will need more guidance, I will have coloring tools ready for them just in case. Green group may not get through the whole page, I will have to make sure I keep bringing their attention to the activity and make it more fun and engaging for them.
MondayLesson 6	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I will provide a new bag for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on reviewing the word families we learned to give those who were away a chance to catch up and reinforce the words we learned with a matching game on pieces I wrote. I will differentiate the lesson for each group as the rotate through to meet them at their level.
TuesdayLesson 7	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on reviewing the word families we learned to give those who were away a chance to catch up and reinforce the words we learned with a matching game. I will differentiate the lesson for each group as the rotate through to meet them at their level.
WednesdayLesson 8	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on reviewing the word families we learned to give those who were away a chance to catch up and reinforce the words we learned with review then doing a “write the room” activity for the orange group. For the yellow they don’t need the review to help them “write the room”. Green group will play “Kaboom”.
ThursdayLesson 9	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on reviewing the word families we learned to give those who were away a chance to catch up and reinforce the words we learned with a matching game. Yellow group will have to give an example of a sentence and write the word they get when they get a match. Orange and green, will explain the word and write it.
FridayLesson 10	Students are learning reading and writing strategies, building on what they already know and understand.	The First Nations Support Worker takes one group for “talking tables” I have a bag prepped for her from Heggerty. My coaching teacher leads reading for a group or will work on recognizing all the letters of the alphabet and writing them. I will work on reviewing the word families we learned to give those who were away a chance to catch up and reinforce the words we learned with a matching game. Yellow group will have to give an example of a sentence and write the word they get when they get a match. Orange and green, will explain the word and write it.

	Resources needed:
	Flash cards, pencils, worksheets, coloring tools, decodable reading books, talking table activities (Heggerty), iPads, wikki sticks, playdough, bingo dotters.
	Interdisciplinary connections: (e.g. How did you weave ELA, Social Studies, Science, Math, Fine Arts, and/or ADST together in this instructional sequence?)
	Fine Arts is woven in when students get to color pages as well as ADST when they use wikki sticks and playdough to make letters of the alphabet.
	Reflection
	How did the unit go? How do I know?This unit is different than the others as it is something I took over form my coaching teacher in the design she already had. The unit went over well, it would be beneficial for all students to show up to class a lot more than they do, some students are in lower groups then they should be only because they aren’t coming to school, the days they do show up they are quick to pick up concepts, follow directions well and are eager to participate and engage.
	Where to next?My coaching teacher will be taking over continuing the literacy centers, mostly starting with review after the break.