Project+Read+UBD


 * ||  ||   |||||| Project Read Unit 16 ||   ||   ||   ||
 * ||  ||   |||||| Consonant Clusters ||   ||   ||   ||
 * **__Stage1: Desired Results__** ||  ||   ||   ||   ||   ||   ||
 * **Goals:** ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 1.Students will be able to read consonant clusters in words. ||  ||   ||   ||
 * 2. Students will be able to spell words with consonant clusters. ||  ||   ||   ||
 * 3. Students will distinguish between blends and consonant clusters. ||  ||   ||   ||
 * 4. Students will identify and spell the sight word "were". ||  ||   ||   ||   ||
 * **Essential Questions:** ||  |||| **Understandings:** ||   ||   ||   ||
 * 1. What is a consonant cluster? ||  |||||||||| 1. A consonant cluster is when 3 consonants are ||
 * ||  ||   ||   |||||||||| combined together, each giving their sounds. ||
 * 2. What are 4 common consonant clusters? |||||||||| 2. Four consonant clusters are: str- scr- spr- spl-. ||
 * 3. How is a cluster different from a blend? |||||||| 3. A consonant blend has two consonants ||  ||
 * ||  ||   ||   |||||||||| while a consonant clusters has a group of 3. ||
 * 4.Why are consonant clusters important |||||||||| 4. Consonant clusters are important to readers ||
 * to readers? ||  ||   |||||||||| because the reader will be able to decode words ||
 * ||  ||   ||   |||||||||| with greater accuracy if the beginning clusters ||
 * ||  ||   ||   |||||| are clustered properly. ||   ||   ||
 * 5. Why are sight words important to know? |||||||||| 5. Sight words occur often in reading and writing. Many ||
 * ||  ||   ||   |||||||||| are not decodable and need to be known automatically. ||
 * **Knowledge:** ||  ||   || **Skill:** ||   ||   ||   ||   ||
 * 1. Understand each sound of the 3 |||||||||| 1. Reading strategy to cluster first 3 sounds together. ||
 * consonants is heard in consonant clusters. ||  ||   ||   ||   ||   ||
 * 2. What letters to write when decoding |||||||||| 2. Effectively breaking down sounds when spelling. ||
 * in spelling. ||  ||   ||   ||   ||   ||   ||   ||
 * 3. How to spell "were". ||  |||||||||| 3. Identify the word "were" in reading, spelling, and writing. ||
 * **__Stage 2: Assessment Evidence__** ||  ||   ||   ||   ||   ||
 * **Direct Evidence:** ||  ||   |||||| **Indirect Evidence:** ||   ||   ||
 * 1. Sentence dictations in journals. |||||||||| 1. Student use finger spelling strategy in class. ||
 * 2. Identifying consonant clusters in |||||||| 2. Students reading of oral passages. ||  ||
 * class work assignments. ||  ||   ||   ||   ||   ||   ||
 * 3. Reads cluster flashcards accurately. |||||||||| 3. Students' use of spell tabs in class activities. ||
 * 4. Unit 16 Mastery Test. ||  ||   ||   ||   ||   ||   ||
 * __**Stage 3: Action Plan**__ ||  ||   ||   ||   ||   ||   ||
 * **Part I** || 1 class ||  ||   || **Part II** || 2 classes ||   ||   ||   ||
 * Review Blends/Introduce Clusters |||||||| Focused work on specific clusters ||  ||
 * *Use orange posters for review |||| *Read sentences ||  ||   ||   ||
 * *Chart paper with 3 blend words |||||| *Sentence dictations ||  ||   ||
 * *Skywrite clusters ||  ||   |||| *Use flashcards ||   ||   ||   ||
 * *Sentence dictation ||  |||| *Spell tabs ||   ||   ||   ||
 * *Read and spelling practice ||  |||| *Felt boards ||   ||   ||   ||
 * ||  ||   ||   |||| *Sand writing ||   ||   ||   ||
 * ||  ||   ||   |||| *Story reads ||   ||   ||   ||
 * **Part III** || 1 class ||  ||   || **Part IV** || 1 class ||   ||   ||   ||
 * Introduce the word "were" ||  |||||| Review clusters and blends ||   ||   ||
 * *Display red words ||  |||| *Mastery Test ||   ||   ||   ||
 * *"Chop" down arm (spelling) ||  ||   ||   ||   ||   ||   ||
 * *Use in sentence (verbal) ||  ||   ||   ||   ||   ||   ||
 * *Write with red crayon ||  ||   ||   ||   ||   ||   ||
 * *Sentence dictation (context) ||  ||   ||   ||   ||   ||   ||
 * __**Stage 3: Action Plan**__ ||  ||   ||   ||   ||   ||   ||
 * **Part I** || 1 class ||  ||   || **Part II** || 2 classes ||   ||   ||   ||
 * Review Blends/Introduce Clusters |||||||| Focused work on specific clusters ||  ||
 * *Use orange posters for review |||| *Read sentences ||  ||   ||   ||
 * *Chart paper with 3 blend words |||||| *Sentence dictations ||  ||   ||
 * *Skywrite clusters ||  ||   |||| *Use flashcards ||   ||   ||   ||
 * *Sentence dictation ||  |||| *Spell tabs ||   ||   ||   ||
 * *Read and spelling practice ||  |||| *Felt boards ||   ||   ||   ||
 * ||  ||   ||   |||| *Sand writing ||   ||   ||   ||
 * ||  ||   ||   |||| *Story reads ||   ||   ||   ||
 * **Part III** || 1 class ||  ||   || **Part IV** || 1 class ||   ||   ||   ||
 * Introduce the word "were" ||  |||||| Review clusters and blends ||   ||   ||
 * *Display red words ||  |||| *Mastery Test ||   ||   ||   ||
 * *"Chop" down arm (spelling) ||  ||   ||   ||   ||   ||   ||
 * *Use in sentence (verbal) ||  ||   ||   ||   ||   ||   ||
 * *Write with red crayon ||  ||   ||   ||   ||   ||   ||
 * *Sentence dictation (context) ||  ||   ||   ||   ||   ||   ||
 * *Write with red crayon ||  ||   ||   ||   ||   ||   ||
 * *Sentence dictation (context) ||  ||   ||   ||   ||   ||   ||