1. Literacy Work Sample UNIT PLAN 1

2. Overview of the Unit Plan A. Unit Goal - written as one or more measurable objective(s) B. Rationale for objective C. Sequence of steps to reach unit objective D. Prior knowledge or prerequisite skills needed E. Assessment Plan F. Plan for Review & Generalization Work Sample Seminar2

3. A. Your Unit Plan begins with an observable measureable objective The objective is at the heart of your unit plan Work Sample Seminar3

4. B. Rationale for objective Your objective must be directly related to: n Your students’ assessed needs (i.e. assessment data) n Common Core State Standards n Your students’ IEP Goals Explain this relationship in the rationale section of your unit plan Work Sample Seminar4

5. C. Sequence of steps to reach unit objective n Characteristics of a Sequence: n 3 to 5 teachable parts (possibly more)?  Represents learning over time  Tells what the student will learn, not what the teacher will do  Each step = one or more lessons 1 2 3 4 M T W T F M T W T F M T W T F M T W T F Work Sample Seminar5

6. n Step 1: Students will orally define story grammar elements (Character, setting, sequence of events) n Step 2: Students will orally identify characters and setting when reading 4 th grade instructional texts n Steps 3-… n Step X: Read 4 th grade narrative text and write character, setting, problem, attempt to solve the problem, and the culminating event or solution to the problem Example: Sequence Steps Work Sample Seminar6

7. Ways to Sequence: (AKA instructional design) n Logical groupings n Logical order –Least difficult to most difficult –Most frequent to least frequent –Most important to least important –Preskills before the strategy Work Sample Seminar7

8. Ways to Sequence:  Logical groupings CVC words (bat, rod) CVCe words (made, rode) CVC+S Words (bats, rods) CVC+e s words (boxes, taxes) Work Sample Seminar8

9. Ways to Sequence: Logical order Least difficult to most difficult hop hope happy happening Most frequent to least frequent mas….xz and very enough the too beautiful is one everybody Work Sample Seminar9

10. Ways to Sequence: Logical order Most important to least important Last name Birthday Phone number Address Age Preskills before strategy e.g., REWARDS Work Sample Seminar10

11. Preskills before strategy (REWARDS: Archer, Gleason, & Vachon) Strategy Preskills 1. Circle parts you know (prefixes and suffixes) 2. Underline the vowels 3. Say the parts 4. Make it a real word 1. Recognize/read common prefixes and suffixes 2. Know vowel sounds and vowel combinations 3. Blend sounds to read nonword syllables (e.g., predictable) 4. Blend syllables to make a word 5. Use context to turn approximations into real words Work Sample Seminar11

12. Guidelines for Sequencing (AKA instructional design) n Goldilocks rule: Not too big, not too small, but just right! n Separate tough discriminations n Write each sequence step as short term objective (LBC 2 E) Work Sample Seminar12

13. Guidelines for Sequencing: n Don't make steps too big.  Sight words  Letter sounds  Vocabulary concepts  Spelling rules 13

14. Guidelines for Sequencing: n Don't make steps too small. Example: –1-digit addition –2-digit + 1-digit without renaming –2-digit + 2-digit without renaming –3-digit + 2-digit without renaming –3-digit + 3-digit without renaming –4-digit + 4-digit without renaming –5-digit + 5-digit without renaming –2-digit + 1-digit with renaming –2-digit + 2-digit with renaming –etc. Work Sample Seminar14

15. Guidelines for Sequencing: Separate tough discriminations. Examples: aeiou every very ever even Work Sample Seminar15

16. Guidelines for Sequencing: Write each sequence step as an short term objective: LBC 2 E (Learner, Date, Behavior Condition, Criteria, Evaluation Schedule)  Give 1 or 2 examples for clarity. Work Sample Seminar16

17. Example: Unit Objective: Given 20 words in a list containing each of the following letter combinations: sh, oa, th, & ar, students will read the words aloud with 95% accuracy by March 17, 2015. Step objectives: 1. Given 10 words in a list, ½ of which contain the letter combination sh, students will read the words aloud with 90% accuracy by February 24 (e.g. fish, ship). 2. Given 10 words in a list, ½ of which contain the letter combination oa, students will read the words aloud with 90% accuracy by February 28 (e.g. boat, goal). 3. Given 10 words in a list, ½ of which contain the letter combination th, students will read the words aloud with 90% accuracy by March 3 (e.g. that, bath). 4. Given 10 words in a list, ½ of which contain the letter combination ar, students will read the words aloud with 90% accuracy by March 6 (e.g. car, smart). Work Sample Seminar17

18. Write/check sequence steps 1. Do the sequence steps build toward meeting the unit objective? 2. What kind of sequence should it be? Is it? 3. Does it represent what the student will learn rather than what the teacher will do? 4. Would each step require one or more lessons? 5. Did we separate tough discriminations? 6. Are the steps written in LBC 2 E format? Work Sample Seminar18

19. Attention to Literacy (Rubric Check) You have chosen an appropriate work sample topic if the focus of the work sample is on an appropriate literacy skill based upon the following:  The content requirements of district curriculum and  State standards.  Reading is either the primary focus of the lessons or at least one focus if lessons address more than one literacy skill.  The candidate shows knowledge of literacy curriculum in choosing research-based methods of teaching the skill. Work Sample Seminar19

20. Other parts of the unit plan: Prior knowledge and prerequisite skills Assessment plan Providing review Promoting generalization Discussed in later presentation Work Sample Seminar20

21. Providing Review n Specify the system (how) and sequence (when) for review. Example: n Provide a brief practice on flash cards (how) on vowel combinations and 3-syllable words with prefixes and suffixes learned in previous lessons before introducing new prefixes or suffixes (when). Work Sample Seminar21

22. Promoting Generalization Three types of generalization: n a.Making the same response in a different setting (transfer) n b.Making the same response to a slightly different stimulus (stimulus generalization) n c.Modifying the response to solve a problem (response generalization or adaption) Work Sample Seminar22

23. Promoting Generalization a. Making the same response in a different setting (transfer) Small group Large group setting setting Home__ Read wordsRead words Read words with -ough with -ough with -ough Summarize Summarize Summarize 23

24. Promoting Generalization n b.Making the same response to a slightly different stimulus (stimulus generalization) Reading print in this type in this type n Mapping a Mapping a n fictional story biography Work Sample Seminar24

25. Promoting Generalization c. Modifying the response (response generalization or adaption) Spelling nationSpelling national Story retellingWriting a story summary Work Sample Seminar25

26. Ways to Promote Generalization a. Teach & have student state specific situations in which he or she can use the skill. b. Inform others that the skill has been taught and have them cue its use. c. Prepare cue cards or posters that will prompt the skill in another setting. 26

27. Ways to Promote Generalization d. Give a specific assignment which requires generalization of the skill. e. Ask students to report on situations where they have used the strategy. f. Have students evaluate their own performance and have them use the same self-evaluation instrument in other setting. 27

28. YOUR TURN Unit Plan n Write a plan for review n Write a plan for generalization Work Sample Seminar28

29. Unit Plan Pointers n Use a word document for creating your unit plan –Makes formatting easier for your final product –Instructors can make editing suggestions easier n Use a single font and APA style for text n Insert tables where there is a lot of numerical information n Make sure tables and metrics are clearly labeled Work Sample Seminar29

30. Unit Plan Assignment (Rubric Check) To meet criteria, the unit plan must have: ❑ steps that follow a logical sequence (logical groupings, easiest to most difficult, most frequent to least frequent, etc.), ❑ steps written as intermediate objectives (correctly written), ❑ the prior knowledge or pre skills necessary for beginning the unit, ❑ a plan that describes how you will assess students’ learning gains that is closely linked to the unit objective, ❑ a plan for providing review, ❑ a plan for promoting generalization. Work Sample Seminar30