Running Head: CURRICULAR UNIT READING FOUNDATIONS

Reading Foundations
Amanda Layton
EDUC 526 Capstone Experience in Digital Teaching and Learning
Professor: Joanne Gilbreath, Ed.D.
APU Murrieta Regional Center
March 22, 2015

CURRICULAR UNIT READING FOUNDATIONS

Abstract
The purpose of this paper is to formulate an example of a curricular unit which could be used to
address the topic of reading in my classroom. I teach Kindergarten and First Grade Students with
Autism and my students have varied levels of ability and needs. This curricular unit is comprised
of three leveled lessons which are further differentiated within the goals and objectives of the
lessons. Lesson 1 addresses a group of students who are at or near the pre-reading level and are
working on becoming interested and attentive to books and reading. Lesson 2 was created for
another group of students who are at the pre-reading level but have begun to identify letters as
symbols with meaning and who have begun to relate pictures and symbols to text. Lesson 3 was
created for my students who are already reading basic CVC words and are honing their
segmenting and blending skills to help decode and analyze text. Instructional strategies
commonly used with Students with Autism require the use of a great deal of repetition. The
activities included in the lessons are those which will be used over a 3-8 week period depending
on the needs of the student. These activities were created especially for the students presently in
my classroom.

CURRICULAR UNIT READING FOUNDATIONS

Lesson Plans.

AMANDA LAYTON UNIT PLAN - READING - LESSON PLAN 1

READ ALOUD STORY TIME
I. Topic/Grade Level: Pre-Reading Read Aloud - Kindergarten & 1st Grade - Pre-Reading
II.

Standards:
ISTE Standard
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
Student Annual Needs Determination Inventory (SANDI)
24. Turns the book right side up and turns pages one page at a time.
Common Core Standard- Target Skill
K.RF.1 Kindergarten - RF.
Kindergarten Reading Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
Common Core Standard - Access to Grade Level
K.RF.1 First Grade - RF.
1st Grade Reading Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.

III.

Goals and Student Learning Outcomes:

GOAL: Students will be able to attend a Read Aloud Story for 5-8 minutes, touching pre-taught
figures in the story as requested while moving along through the story to stay engaged.
** Note that some of my students will take all year to gain this length of attendance. This goal
is one that will be worked on over a long period of time along with the activities. Repetition
of activities is absolutely necessary for my students to have a continuum for learning. We
will work on generalization these skills using different activities after initial mastery is shown.
STUDENT LEARNING OUTCOMES: Student will be able to demonstrate ability to turn pages
from right to left one at a time and touch key pre-taught, familiar figures in a story as requested.
Goal 1: Using board books with tabbed pages, students will be able to attend a Read Aloud Story
for 5-8 minutes, turning pages one at a time and touching key figures in the story as we go along.
Student Learning Outcome 1: Students will be able to their preferred hand to turn the pages
of the book practicing manual dexterity of the fingers, hand to eye coordination, and fine motor
skills.
Student Learning Outcome 2: Students will be able to their preferred hand to touch key
figures in the book as we move through the story using what I call reading finger, practicing
hand to eye coordination, and fine motor skills and staying engaged in the story thereby attending.

CURRICULAR UNIT READING FOUNDATIONS

Goal 2: Students will use the iPad apps, SAS Read Aloud and Stories Alive to learn to attend,
touch key figures as requested, and track from left to right.
Student Learning Outcome 1: Students will be able to turn on the iPad, begin the app, and
touch the correct spot on the screen to begin playing their matching letter names game to
correctly match letter names.
Student Learning Outcome 2: Students will be able to turn on the iPad, begin the app, and
touch the correct spot on the screen to begin playing their matching letter sounds game to
correctly match letter sounds.
IV.

Learning Environment(s):

This lesson is blended as there are many tables/centers that have differentiated lessons
and activities happening.

V.

Resources:
SAS Read Aloud iPad app.
Sories Alive- The Childrens Library App
https://youtu.be/gxM3xfHWc8M Reading is fun short and fast moving vid.
https://youtu.be/22yL9XE7-7M Reading is fun by Jumpstart Reading song & vid.
https://youtu.be/aez7diJMiNE Teach Me How to Read song and vid.
Board Books with and without Tabbed pages

VI.

Diversity / Differentiation:

The class is comprised of 12 students with Primary diagnoses of Autism. Nine out of
those 12 students have secondary diagnoses such as; 3 with ADHD, 3 with ID. Four of
the students have multiple disabilities including ID, ADHD, Hearing Loss, and Speech
or Language Impairment.
The class is a Kindergarten and First Grade class for students with Autism. For Guided
Reading, and Leveled Reading, the students are divided into three smaller groups, each
with 2 adults. For all activities, students have varied skill levels and each activity is
individualized to meet the students needs as well as remediated to help the student
meet and exceed their goals in the area of activity. There are seven Kindergarten
students, four first grade students, and two second grade students.
The activities here will be done with students in pairs. Some students are verbal and
others are not. Some non-verbal students will be completing the activities using
requests, or SD, such as; Touch letter _, Touch sound _ (I make the sound) _, Give
me letter __, and various other requests for response. Verbal students will be asked to
speak the names of the letters and their sounds as they complete their work and
practice. Students will be paired based on a variety of criterion, and a few of those
criteria are; ability level, partnership ability, social progress and needs, SD required,
and more. Rewards and token boards are successfully utilized during and after

CURRICULAR UNIT READING FOUNDATIONS

VII.

activities depending on the needs of each student. Writing is non-preferred for most of
my students and an area in need of remediation for all of my students, so using the apps
that offer the students ways to trace, write, and construct words in fun and innovative
ways are employed throughout the day and they are enjoyed and greatly appreciated.
Not all of my students will work on turning pages as my students have varied ability
levels and may already turn pages but need to learn different cues to let them know
when to turn or need to learn to touch figures through the story. However, this activity
is good for all of my students for exposure and practice. Additionally, each student will
work on these goals at their own pace according to their ability and will then require
varied lengths of time to master these activities and goals.

Technology Inclusion:
SAS Read Aloud is an app for the iPad that offers a whole library of books that can be
read aloud for the student with words to touch as they light up helping with left to right
tracking and active engaged attendance to the story. The app offers read to me, help me
read, and read all by myself stages in read aloud reading. The app will also let a person
record their voice reading the story so that a familiar voice helps a student want to
listen and be engaged.
Dr. Seuss Beginner Apps is an app for the iPad that offers 10 fun books appropriate for
young and pre-readers. It encourages reading skills with highlighted narration. Students
can record themselves telling the story or an adult can record the read aloud story.
There are controls in place that help to keep students in the story instead of logging out
unexpectedly.
Stories Alive- The Childrens Library is an iPad app with countless books at all
learning levels that are all interactive. The app allows students to swipe to turn pages,
add text, add voice, and completely interact with book as many of them moves and
play almost like a movie as the story is told.

VIII. Prior Knowledge: Prior to this lesson, students have: seen and held books, looked at books
with interest, possibly retold the story using the pictures, have the ability to touch figures as
requested using their hands or a pointing tool, and have learned that books have pictures and
word/text to tell the story.
Lesson Placement in the Unit: This is lesson 1 of 3.
IX.

Procedures:
1. Lesson Introduction / Anticipatory Set:
Opening the lesson we will watch a short video to catch the attention of students and say
that reading is fun. Each student or pair of students may have a different video or song they
will watch and/or sing. I have included URL links for all of the songs used.
2. Direct Instruction:

CURRICULAR UNIT READING FOUNDATIONS

The new content is being introduced to students using real books to hold properly, with real
pages to turn, and figures within the books to touch, often offering different sensory
textures. I will present books, magazines, advertisements, and other print media as well as
tablets to show that reading, books, letters, and stories are all around us everywhere. We
will then use some of the magazines, ads, and printed media practice looking at in the
correct upright position. We will then take pages from magazines to make our own books.
We will cut/tear out pages, fold them, make sure that all pictures and text are also upright
and going from left to right. We will use card stock to glue the magazine pages onto for the
pages. We will use card stock to create a front and back cover for our new book. We will
learn and practice left to right tracking, familiar figure selection for our book, touching
those familiar key figures, and practice turning pages with our new personalized books.
Students will have help from me and IBIAs in the classroom throughout the opening to this
lesson.
3. Student Interaction with lesson content / Guided Practice:
Students will work in pairs when able and independently when able using magazines and
print materials as well as their new personalized books and tablets. Students will interact
together to select figures from shared magazines. Students will hear stories being read
attentively. Students will use the apps to help practice the new skills they are learning.
Students will use their hands to touch familiar figures, their voices to say the names of the
figures, help repeat what is being read in the books, directly relate the idea that books tell a
story using pictures and text to interest us as readers. Students will also get an opportunity
to use the apps to record and hear their own voices played back to them. Students will use
their fingers to follow the words from left to right as they track the highlighted words or
letters being read. Students will work together to hand one another scissors, glue, tablets,
card stick, and other materials used in the activities. In addition to practicing the turning
pages, touching key figures, keeping attention to a story, and tracking, students will be
engaged in appropriate communications, learning to take turns, make eye contact, and
give/hand one their partner letters to use together. These are invaluable tools for building
social skills and classroom behavior skills for students with Autism.
4. Independent Practice:
Students will work in pairs as they are able during the guided practice and opening
activities as well in small groups when possible. Students with Autism use different
methods for repetitive activities to accommodate learning styles common to students with
Autism which require doing the same activity repetitively until mastered such as with
Discrete Trial Training. With these particular lessons, students will work both individually
and in pairs with an adult. Students will use their ears, eyes, hands, voices, pencils, and
bingo markers while practicing letter names and sounds. All activities will be done in
class.
5. Review / Closure:
Students will be using token boards and a reward system through the activities. Each
student responds best to different stimuli, so some students will have a different closing
activity. Some students will do a series of high fives with both hands. Some students will
do the You Rock Dance. The dance is something silly I created, so there is no link to it.

CURRICULAR UNIT READING FOUNDATIONS

Other students will stand up and shake their sillies out with the adult at the table to close
the activity. After shaking their sillies out or closing in a way that fits for the students, the
teacher will give the student the appropriate praise and reward.
6. Presentations:
My students are not quite ready to create presentations at this point. However, in the future,
we can work toward that goal.

CURRICULAR UNIT READING FOUNDATIONS

X.

Evaluation/Assessment:
Student will work on turning pages activities, touching key figures, and left to right
tracking in class and at home with parents and siblings. Students are sent home with a book
bag including books we are using in class daily as well as a reading log sheet parents must
sign for homework.

Here is the Daily Home Reading Log

Home Reading Log
Student_______________________________________Week Of: ___/___-___/___,2015
Day
Book Title
Number of
Reading
Parent
Pages
Minutes
Signature
---------------Turned
-----------Book Media
Attended
Minutes
Monday
-----------------------------

--------------------

-----------------------------

---------------------

-----------------------------

---------------------

-----------------------------

---------------------

-----------------------------

---------------------

----------------------------

---------------------

Tuesday

Wed.

Thursday

Friday

Weekend

Total time spent reading per week needs to be 105 minutes or

15 minutes each day.
Developed by Amanda Layton (K-1 Teacher of Students with Autism)

CURRICULAR UNIT READING FOUNDATIONS

Here are the rubrics used for students in Pre-Reading group.
Read Aloud Story Time
Teacher: Mrs. Layton
Student name:__________________________________________
Time
And Book
Name

5 Points
Student can
turn pages 710 touch key
figures in the
story while
tracking left
to right 100%
engaged.

4 Points
Student can
turn pages 710 touch key
figures in the
story while
tracking left
to right 50%
engaged.

3 Points
2 Points
1 Point
Student can
Student can
Student has
turn pages
turn pages
difficulty holding
one at a time one at a time
the book in the
and touch 4-6 and touch 1-3 correct upright
key figures in key figures in
position and
the story
the story
turning pages
25%
10%
one ata time.
engaged.
engaged.

4 min.
___________
___________
___________
5 min.

___________
6 min.

7 min.
___________
___________
___________
8 min.
___________
___________
___________
Please take down comments in data fields while taking data as it applies.
Additional Comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

CURRICULAR UNIT READING FOUNDATIONS

XI.

References:

California State Board of Education. (2013, March 1). English Language Arts & Literacy. Retrieved from
California Common Core State Standards:
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
CaliSwagDistrict. (2013, October 21). Teach Me How to Read Rap Song for Kids. Retrieved February 1,
2015, from You Tube: https://youtu.be/aez7diJMiNE
HooplaKidz. (2011, October 21). Phonics Song. Retrieved from You Tube: https://youtu.be/wACviCgfqts
International Society for Technology in Education. (2007, July 1). ISTE Standards for Students. Retrieved
from ISTE: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Jumpstart Songs. (2010, May 22). Jumpstart 1st Grade - Reading is Fun Song HD. Retrieved from You
Tube: https://youtu.be/22yL9XE7-7M
Riverside County Office of Education. (2014, July 31). Student Annual Needs Determination Inventory;
SANDI. Retrieved from SANDI Online: https://sandi.forallschools.com/sandi/checklist/19561542581e-42ca-b590-80a20cffe7f4/?section_id=5d91b9c4-05f2-11e4-b329-404044a87253
Shea, B. (2007, April 19). Reading is Fun! Retrieved from You Tube: https://youtu.be/gxM3xfHWc8M

AMANDA LAYTON UNIT PLAN - READING - LESSON PLAN 2

LETTER RECOGNITION
I.

Topic/Grade Level: Reading Letter Recognition - Kindergarten & 1st Grade

CURRICULAR UNIT READING FOUNDATIONS

II.

Standards:
ISTE Standard
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
b. Understand and use technology systems
Student Annual Needs Determinaton Inventory (SANDI)
24. Turns the book right side up and turns pages one page at a time.
Common Core Standard- Target Skill
K.RF.1 Kindergarten - RF.
Kindergarten Reading Foundational Skills
Print Concepts
2. Demonstrate understanding of the organization and basic features of print.
Common Core Standard - Access to Grade Level
K.RF.1 First Grade - RF.
1st Grade Reading Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.

III.

Goals and Student Learning Outcomes:

GOAL: Students will be able to identify letters A-Z of the alphabet in order to build prereading skills needed to begin connecting graphics or pictures to text.
** Note that some of my students will take all year to learn letters A-M only. This goal
will be one that is worked on over a long period of time along with the activities. Repetition
of activities is absolutely necessary for my students to have a continuum for learning. We
will work on generalization using different activities after initial mastery is shown.
STUDENT LEARNING OUTCOMES: Student will be able to demonstrate identification of
letters A-Z of the alphabet by pronouncing the name of each letter of the alphabet.
Goal 1: Using the Say it, Find It, Read It, Write It worksheets, students will identify target
letter of the alphabet by first hearing me say the letter as I touch it, then they will retrieve the
letter name as they have heard it and say themselves, find another of the same target letter, say
it, touch it, write it, and then splat paint each target letter with a bingo marker.
Student Learning Outcome 1: Students will be able to use bingo markers to label letter,
demonstrating their ability to identify the target letter in print.
Student Learning Outcome 2: Students will be able to verbally pronounce letter names,
repeating them as they use five steps, hear it, see/find it, touch it, say it, write it, and paint it
using the correct articulation of the letter name. and

Goal 2: Students will begin using the Twinkl app on the iPad to match letter names and sounds.
Student Learning Outcome 1: Students will be able to turn on the iPad, begin the app,

CURRICULAR UNIT READING FOUNDATIONS

and touch the correct spot on the screen to begin playingtheir matching letter names game to
correctly match letter names.
Student Learning Outcome 2: Students will be able to turn on the iPad, begin the app, and
touch the correct spot on the screen to begin playingtheir matching letter sounds game to
correctly match letter sounds.
IV.

Learning Environment(s):

This lesson is blended as there are many tables/centers that have differentiated
lessons and activities happening.

V.

Resources:
Twinkl, Phase One LTE iPad app
Phonics with Phonzy Practice Letter Sounds and Words Aloud
https://www.youtube.com/watch?feature=player_profilepage&v=wACviCgfqts
http://youtu.be/BELlZKpi1Zs
http://youtu.be/36IBDpTRVNE
http://youtu.be/EjOd6uPj_6c

VI.

Diversity / Differentiation:

The class is comprised of 12 students with Primary diagnoses of Autism. Nine out
of those 12 students have secondary diagnoses such as; 3 with ADHD, 3 with ID.
Four of the students have multiple disabilities including ID, ADHD, Hearing Loss,
and Speech or Language Impairment.
The class is a Kindergarten and First Grade class for students with Autism. For
Guided Reading, and Leveled Reading, the students are divided into three smaller
groups, each with 2 adults. For all activities, students have varied skill levels and
each activity is individualized to meet the students needs as well as remediated to
help the student meet and exceed their goals in the area of activity. There are seven
Kindergarten students, four first grade students, and two second grade students.
The activities here will be done with students in pairs. Some students are verbal
and others are not. Some non-verbal students will be completing the activities using
requests, or SD, such as; Touch letter _, Touch sound _ (I make the sound) _,
Give me letter __, and various other requests for response. Verbal students will
be asked to speak the names of the letters and their sounds as they complete their
work and practice. Students will be paired based on a variety of criterion, and a few
of those criteria are; ability level, partnership ability, social progress and needs, SD
required, and more. Rewards and token boards are successfully utilized during and
after activities depending on the needs of each student. Writing is non-preferred for
most of my students and an area in need of remediation for all of my students, so
using the apps that offer the students ways to trace, write, and construct words in
fun and innovative ways are employed throughout the day and they are enjoyed and
greatly appreciated.
Not all of my students will work on the letter sounds with the letter names as my

CURRICULAR UNIT READING FOUNDATIONS

students have varied ability levels and may only be able to learn one at a time.
However, this activity is good for all of my students for exposure and practice.
Additionally, each student will work on these goals at their own pace according to
their ability and will then require varied lengths of time to master these activities
and goals.
VII.

Technology Inclusion:

Twinkl is an iPad app offering individual letter sounds, letter names, matching
sounds and names, and various other activities to help students target identify
letters we are practicing. This app also includes a sound board which will allow me
to record sounds with my own or even a students voice. The app also includes an
assessment tool where in the student will record their voice and then play it back to
critique what they hear.
Phonics with Phonzy is an iPad app that offers students the practice at saying the
letters that they hear the character Phonzy say. The app recognizes the students
voice and also the accuracy of articulation. Students can practice in a fun way.

VIII. Prior Knowledge: Prior to this lesson, students have: reviewed their abcs, learned to say
their abcs through songs in circle time and throughout the day, and have learned that
letters are symbols we see in print everyday, everywhere.
Lesson Placement in the Unit: This is lesson 2 of 3.
IX.

Procedures:
Lesson Introduction / Anticipatory Set:
Opening the lesson we will watch a short video with a song. Each student or pair of
students may have a different video or song they will watch and/or sing. I have
included URL links for all of the songs used.
Direct Instruction:
The new content being introduced to students is recognizing that letters are symbols
used in text and that they each have a name and sounds. I will present books,
magazines, advertisements, and other print media as well as tablets to show that words
are everywhere around us. We will then use some of the magazines, ads, and printed
media to cut out large letters to and practice their letter names and sounds as we find
them and cut them out. We will then take our cut out letters and do a write the room
with the letters to copy words we see in the room using the letters we have found.
Students will have help from me and IBIAs in the classroom throughout the opening to
this lesson.
Student Interaction with lesson content / Guided Practice:
Students will work in pairs using magazines and print materials as well as their

CURRICULAR UNIT READING FOUNDATIONS

worksheets and tablets. Students will interact together to practice the names and sounds
of the letters. Hearing themselves and their partner will help and encourage them to
make more sounds. Students will use the letters they have cut out to spell their names,
whether matching it to a model or independently choosing letters to spell their names.
Students will use their hands to touch letters to hear and say their names, sounds,
directly relate the letters as text which each have a name and a sound. Students will
also get an opportunity to use the apps to record and hear their own voices played back
to them. Students will use their finger tips to trace letters as well as practice their names
and sounds while tracing. Students will work together to hand one another scissors,
glue, tablets, bingo markers and other materials used in the activities. In addition to
practicing the letters, students will be engaged in appropriate communications, learning
to take turns, make eye contact, and give/hand one their partner letters to use together.
These are invaluable tools for building social skills and classroom behavior skills for
students with Autism.
Independent Practice:
Students will work in pairs as they are able during the guided practice and opening
activities as well in small groups when possible. Students with Autism use different
methods for repetitive activities to accommodate learning styles common to students
with Autism which require doing the same activity repetitively until mastered such as
with Discrete Trial Training. With these particular lessons, students will work both
individually and in pairs with an adult. Students will use their ears, eyes, hands, voices,
pencils, and bingo markers while practicing letter names and sounds. All activities will
be done in class.
Review / Closure:
Students will be using token boards and a reward system through the activities. Each
student responds best to different stimuli, so some students will have a different closing
activity. Some students will do a series of high fives with both hands. Some students
will do the You Rock Dance. The dance is something silly I created, so there is no link
to it. Other students will stand up and shake their sillies out with the adult at the table
to close the activity. After shaking their sillies out or closing in a way that fits for the
students, the teacher will give the student the appropriate praise and reward.
Presentations:
My students are not quite ready to create presentations at this point. However, in the
future, we can work toward that goal.

CURRICULAR UNIT READING FOUNDATIONS

X.
Evaluation/Assessment:
Letter Recognition Rubric Letter Splat
Teacher: Mrs. Layton
Student name:__________________________________________
Target
Letter

4 Points
Student
accurately
says it,
touches it,
writes it,
and splat
paints it.

3 Points
Student
accurately
does 3 of the
4 touch it,
say it, write
it, or splat
paint it.

2 Points
Student
accurately
does 2 of the
4 touch it,
say it, write
it, or splat
paint it.

1 Point
Student has difficulty
relating graphics and
diagrams to the text.
Student does not
demonstrate
understanding that the
Letter has a name or a
sound.

A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Please take down comments in data fields while taking data as it applies.
Additional Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

CURRICULAR UNIT READING FOUNDATIONS

XI.

References: In APA, cite your references used in this lesson. This includes textbooks,
other
literature, videos, websites, and any other sources.
California State Board of Education. (2013, March 1). English Language Arts & Literacy. Retrieved
from California Common Core State Standards:
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Hooked on Phonics. (2009, December 7). Hooked on PHonics TV. Retrieved from You Tube:
https://www.youtube.com/watch?v=nZjmEQfugT8
HooplaKidz. (2011, October 21). Phonics Song. Retrieved from You Tube:
https://youtu.be/wACviCgfqts
International Society for Technology in Education. (2007, July 1). ISTE Standards for Students.
Retrieved from ISTE: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Jenkins, A. (2009, September 22). Phonics Song 2. Retrieved from You TUbe:
https://www.youtube.com/watch?v=BELlZKpi1Zs&feature=youtu.be
Preschool Prep Company. (2014, March 4). Phonics Song - Preschool Prep Company. Retrieved from
You Tube: https://www.youtube.com/watch?v=EjOd6uPj_6c
Riverside County Office of Education. (2014, July 31). Student Annual Needs Determination
Inventory; SANDI. Retrieved from SANDI Online:
https://sandi.forallschools.com/sandi/checklist/19561542-581e-42ca-b590-80a20cffe7f4/?
section_id=5d91b9c4-05f2-11e4-b329-404044a87253
Teaching, H. F. (2010, August 6). Alphabet Song. Retrieved from You Tube:
https://www.youtube.com/watch?v=36IBDpTRVNE

CURRICULAR UNIT READING FOUNDATIONS

AMANDA LAYTON UNIT PLAN - READING - LESSON PLAN 3

COOKIE SHEET CHALLENGE
Topic/Grade Level: Cookie Sheet Challenge Kindergarten and 1st Grade

XII.

XIII.

XIV.

Standards:
ISTE 6. Technology operations and Concepts Students demonstrate a sound
understanding of technology concepts, systems, and operations. A. Understand and use
technology systems.
SANDI. Reading 58 Reads 10 Words at a Kindergarten Level
Common Core K.RF.3
Kindergarten RF. Reading Foundational Skills
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.

Goals and Student Learning Outcomes:

GOAL: Students will be able to segment and blend words using phonetic sounds to gain skills
in decoding words from the CVC Word and Picture Cards, List 1 for Kindergarten.
STUDENT LEARNING OUTCOMES: Student will be able to demonstrate pronunciation of
phonetic letter sounds to decode the 12 words on CVC Word and Picture Cards, List 1 for
Kindergarten.
Goal 1: Students will collect magnetic letters to combine them, re-creating CVC words on
their list and as they place the letters on the metal tray they will pronounce each letter sound
to segment the new words.
Student Learning Outcome 1: Students will be able to use magnetic letters to construct
new CVC words, demonstrating their ability to restate a learned word they have memorized.
Student Learning Outcome 2: Students will be able to verbally formulate letter sounds
using phonetic letter pronunciations as selected in the correct spelling they have practiced and
relate these sounds to the creation of the words they have just reproduced.
Goal 2: Students will begin using the Hear and Blend the Alphabet app on the iPad to
blend/produce phonetic sounds of the letters in their CVC Word and Picture Cards, List 1 for
Kindergarten.
Student Learning Outcome 1: Students will be able to turn on the iPad, begin the app,
figure out how to form words using blending to repeat the letters and their corresponding
sounds to correctly blend phonetic sounds to produce words in their CVC Word and Picture
Cards, List 1 for Kindergarten.
Student Learning Outcome 2: Students will use the iPad to record themselves blending the
words as they build them with magnetic letters and play their own voices back to hear
themselves and check to see if they hear themselves produce all of the correct sounds and
finally to critique and practice any sounds they could not articulate as they articulate the
words again.

CURRICULAR UNIT READING FOUNDATIONS

XV.

Learning Environment(s):
This lesson is blended as there are many tables/centers that have differentiated
lessons and activities happening.

XVI. Resources:
Hear & Blend the ABCs iPad app
Twinkl Phase One LTE iPad app
https://www.youtube.com/watch?feature=player_profilepage&v=wACviCgfqts
http://youtu.be/BELlZKpi1Zs
http://youtu.be/36IBDpTRVNE
http://youtu.be/EjOd6uPj_6c
http://youtu.be/tI3fcQm_2CU
http://youtu.be/w3p6PXA2DxQ
http://youtu.be/nZjmEQfugT8
XVII. Diversity / Differentiation:
The class is comprised of 12 students with Primary diagnoses of Autism. Nine out
of those 12 students have secondary diagnoses such as; 3 with ADHD, 3 with ID.
Four of the students have multiple disabilities including ID, ADHD, Hearing Loss,
and Speech or Language Impairment.
The class is a Kindergarten and First Grade class for students with Autism. For
Guided Reading, and Leveled Reading, the students are divided into three smaller
groups, each with 2 adults. For all activities, students have varied skill levels and
each activity is individualized to meet the students needs as well as remediated to
help the student meet and exceed their goals in the area of activity. There are seven
Kindergarten students, four first grade students, and two second grade students.
The activities here will be done with students in pairs. Some students are verbal
and others are not. Some non-verbal students will be completing the activities using
requests, or SD, such as; Touch letter _, Touch sound _ (I make the sound) _,
Give me letter __, and various other requests for response. Verbal students will
be asked to speak the names of the letters and their sounds as they segment and
then again as they blend the sounds into words. Students will be paired based on a
variety of criterion, and a few of those criteria are; ability level, partnership ability,
social progress and needs, SD required, and more. Rewards and token boards are
successfully utilized during and after activities depending on the needs of each
student. Writing is non-preferred for most of my students and an area in need of
remediation for all of my students, so using the apps that offer the students ways to
trace, write, and construct words in fun and innovative ways are employed
throughout the day and they are enjoyed and greatly appreciated.
Not all of my students will work on segmenting and/or blending as my students

CURRICULAR UNIT READING FOUNDATIONS

have varied ability levels. However, this activity is good for all of my students for
exposure and practice. Additionally, each student will work on these goals at their
own pace according to their ability and will then require varied lengths of time to
master these activities and goals.
XVIII. Technology Inclusion:
Hear and Blend is an app for the iPad which allows students to see the letter they
need to use, hear the letter, touch the letter, and then say the letters while pushing
those phonetic letter sounds together to blend and pronounce the words. This app
will allow me the teacher to create specific word lists and record my voice
pronouncing the new words to create fluid activities to match exact words lists we
are working on.
Twinkl is an iPad app offering individual letter sounds, letter names, matching
sounds and names, and various other activities to help students segment words we
are practicing in the word lists. This app also includes a sound board which will
allow me to record sounds with my own or even a students voice. The app also
includes an assessment tool where in the student will record their voice and then
play it back to critique what they hear.
XIX. Prior Knowledge: Prior to this lesson, students have reviewed their alphabet and their
sounds, have learned that letters have sounds and that when smooshed together they create
words, have learned that letters put together in different orders makes words, and have
identified the letters and their corresponding sounds.
Lesson Placement in the Unit: This is lesson 3 of 3.
XX.

Procedures:
7. Lesson Introduction / Anticipatory Set:
Opening the lesson we will watch a short video with a song. Each student or pair of
students may have a different video or song they will watch and/or sing. I have
included URL links for all of the songs used.
8. Direct Instruction:
The new content being introduced to students is creating words using individual sounds
or blending those letter sounds into words. I will present books, magazines,
advertisements, and other print media as well as tablets to show that words are
everywhere around us. We will then use some of the magazines, ads, and printed media
to cut out large letters to and practice their names and sounds as we find them and cut
them out. We will then take our cut out letters and do a write the room with the letters
to copy words we see in the room using the letters we have found. Students will have
help from me and IBIAs in the classroom throughout the opening to this lesson.

CURRICULAR UNIT READING FOUNDATIONS

9. Student Interaction with lesson content / Guided Practice:
Students will work in pairs using magnetic letters and cookie sheet trays and/or tablets.
Students will interact together to practice the names and sounds of the letters. Hearing
themselves and their partner will help and encourage them to make more sounds.
Students will use the magnets to practice their names and sounds as well as to verbalize
their segmenting and blending. Students will use their hands to touch letters to hear and
say their names, sounds, to segment and to blend. Students will also get an opportunity
to use the apps to record and hear their own voices played back to them. Students will
use their finger tips to trace letters as well as practice their names and sounds while
tracing. Students will work together to hand one another magnetic letters. In addition to
practicing the letters, segmenting, and blending, students will be engaged in
appropriate communications, learning to take turns, make eye contact, and give/hand
one their partner letters to use together. These are invaluable tools for building social
skills and classroom behavior skills for students with Autism.
10. Independent Practice:
Students will work in pairs as they are able during the activities. Students with Autism
use different methods for repetitive activities to accommodate learning styles common
to students with Autism which require doing the same activity repetitively until
mastered such as with Discrete Trial Training. With these particular lessons, students
will work both individually and in pairs with an adult. Students will use the magnetic
letters with a cookie sheet fitted with the CVC Word and Picture Cards to recreate the
words while practicing letter names and sounds, segmenting and even blending. All
activities will be done on class.
11. Review / Closure:
Students will be using token boards and a reward system through the activities. Each
student responds best to different stimuli, so some students will have a different closing
activity. Some students will do a series of high fives with both hands. Some students
will do the You Rock Dance. The dance is something silly I created, so there is no link
to it. Other students will stand up and shake their sillies out with the adult at the table
to close the activity. After shaking their sillies out or closing in a way that fits for the
students, the teacher will give the student the appropriate praise and reward.
12. Presentations:
My students are not quite ready to create presentations at this point. However, in the
future, we can work toward that goal.

CURRICULAR UNIT READING FOUNDATIONS

XXI. Evaluation/Assessment:
1. Identify formative and summative assessment of student engagement, homework,
media presentations. Include rubrics, or other forms of assessment.
Student will work on vocabulary list of words in class activities as well as at home.
Students are sent home with weekly homework packet on Monday and turn in
homework Tuesday, Wednesday, Thursday and Friday.
Here are the rubrics used for students in CVC Word Work group.

Reading - Analyzing Information : Blending and Segmenting

Letter Sounds
Teacher Name: Mrs. Layton
Student Name:
CATEGORY

________________________________________

Relates Graphics Student

to Text
accurately
chooses all 3
letters of CVC
word and says the
target CVC word
aloud.

Student
accurately
chooses 2 letters
to CVC word.

Student
accurately
chooses 1 letters
to recreate target
CVC word.

Student has
difficulty relating
graphics and
diagrams to the
text. Student does
not demonstrate
understanding
that the picture
represents a word
comprised of
individual letters.

Segmenting

The student can

correctly
pronounce 2 of
the
letter/phoneme
sounds in the
target word.

The student can

correctly
pronounce 1 of
the
letter/phoneme
sounds in the
target word.

The student
cannot pronounce
the
letter/phoneme
sounds.

The student can

correctly
pronounce all 3
of the letter
sounds in the
target word and
can properly
segment target
word.

CURRICULAR UNIT READING FOUNDATIONS

Blending

The student can

correctly
pronounce 3 of
the
letter/phoneme
sounds in the
target word and
blend them
together.

The student can

correctly
pronounce 2 of
the
letter/phoneme
sounds in the
target word and
blend them
together.

The student can

segment the
letters but not
quite blend 2
letter sounds
together.

The student
cannot pronounce
the
letter/phoneme
sounds.

Reading Analyzing Information Letter Identification

Teacher Name: Mrs. Layton
Student Name: ________________________________________
Target Word

4 Points
Student
accurately
chooses all 3
letters of CVC
word and says
the target
CVC word
aloud.

3 Points
Student
accurately
chooses 2
letters to
CVC word.

2 Points
Student
accurately
chooses 1
letters to
recreate
target CVC
word.

1 Point
Student has difficulty
relating graphics and
diagrams to the text.
Student does not
demonstrate understanding
that the picture represents a
word comprised of
individual letters.

Cab
Dad
Fat
Sat
Can
Cap
Hat
Man
Rat
Bag
Map
Ham
Please take down comments in data fields while taking data as it applies.
Additional Comments:
______________________________________________________________________________
______________________________________________________________________________

CURRICULAR UNIT READING FOUNDATIONS

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Reading Analyzing Information Segmenting
Teacher Name: Mrs. Layton
Student Name:_____________________________________________
Target Word
4 Points
3 Points
2 Points
1 Point
The student can
The student can
The student
The student
correctly pronounce
correctly
can correctly
cannot
all 3 of the letter
pronounce 2 of
pronounce 1 of pronounce the
sounds in the target
the
the
letter/phoneme
word and can
letter/phoneme letter/phoneme
sounds.
properly segment
sounds in the
sounds in the
target word.
target word.
target word.
Cab
Dad
Fat
Sat
Can
Cap
Hat
Man
Rat
Bag
Map
Ham

Please take down comments in data fields as needed.

Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CURRICULAR UNIT READING FOUNDATIONS

Reading Analyzing Information Blending

Teacher Name: Mrs. Layton
Student Name:_____________________________________________
Target Word
4 Points
3 Points
2 Points
The student can
The student can
The student
correctly
correctly
can segment
pronounce 3 of the pronounce 2 of the the letters but
letter/phoneme
letter/phoneme
not quite blend
sounds in the
sounds in the
2 letter sounds
target word and
target word and
together.
blend them
blend them
together.
together.
Cab
Dad
Fat
Sat
Can
Cap
Hat
Man
Rat
Bag
Map
Ham

1 Point
The student
cannot
pronounce the
letter/phoneme
sounds.

Please take down comments in data fields as needed.

Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CURRICULAR UNIT READING FOUNDATIONS

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

XXII.

References: In APA, cite your references used in this lesson. This includes
textbooks, other literature, videos, websites, and any other sources.

California State Board of Education. (2013, March 1). English Language Arts & Literacy.
Retrieved from California Common Core State Standards:
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Education.com, B. G. (2015, January 8). Sticky Segmenting Words. Retrieved from You Tube:
https://www.youtube.com/watch?v=w3p6PXA2DxQ
Edutunes. (2011, April 7). Phonics Song: Break it Down With Miss Jenny / www.edutunes.com.
Retrieved from You Tube: https://www.youtube.com/watch?v=tI3fcQm_2CU
Hooked on Phonics. (2009, December 7). Hooked on PHonics TV. Retrieved from You Tube:
https://www.youtube.com/watch?v=nZjmEQfugT8
HooplaKidz. (2011, October 21). Phonics Song. Retrieved from You Tube:
https://youtu.be/wACviCgfqts
International Society for Technology in Education. (2007, July 1). ISTE Standards for Students.
Retrieved from ISTE: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Jenkins, A. (2009, September 22). Phonics Song 2. Retrieved from You TUbe:
https://www.youtube.com/watch?v=BELlZKpi1Zs&feature=youtu.be
Preschool Prep Company. (2014, March 4). Phonics Song - Preschool Prep Company. Retrieved
from You Tube: https://www.youtube.com/watch?v=EjOd6uPj_6c
Riverside County Office of Education. (2014, July 31). Student Annual Needs Determination
Inventory; SANDI. Retrieved from SANDI Online:
https://sandi.forallschools.com/sandi/checklist/19561542-581e-42ca-b590-80a20cffe7f4/?
section_id=5d91b9c4-05f2-11e4-b329-404044a87253
Teaching, H. F. (2010, August 6). Alphabet Song. Retrieved from You Tube:
https://www.youtube.com/watch?v=36IBDpTRVNE
Wood, J. (2012, January 27). CVC Word and Picture Cards. Retrieved from Teachers Pay
Teachers: https://www.teacherspayteachers.com/Product/CVC-Words-and-Picture-Cards120980