Integrated Unit Plan Template for Kindergarten Basic Reading Skills

This integrated unit plan template focuses on teaching basic reading skills to kindergarten students. It includes lesson plans for decoding, fluency, vocabulary, and sentence construction. The plan incorporates character education principles and aligns with state and national standards. The learning activities involve a blended learning approach and cater to different learning styles. The unit provides integration and cross-curricular connections, and includes formative and summative assessments.

EDUC 675
INTEGRATED UNIT PLAN TEMPLATE
Name
Institution
Date
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I. INITIAL UNIT INFORMATION
Subject: The main subject of the unit is: kindergarten, Basic Reading Skills
Grade/Topic: The unit is written for _Kindergarten __ grade. The topic is:
State and National Standards Addressed by the Unit:
State Standards: Common Core State Standards
State Standards: carlifornia
National Standards: united states of America
Character Education Goals: The character education goals are:
1. Excellent evidence of engagement with all the lesson plan materials and activities for the purposes of early
Careers Research and Making Decisions..
2. Detailed examination of self through analysis and synthesis of knowledge gained through lesson plan
activities, possibly resulting in new understanding for Researching and evaluating realistic career options at
an early age.
3. Excellent evidence of research into possible opportunities with accurate, realistic conclusions made for
decisions Making.
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Instructional Goals: The instructional goals are:
1. The lesson plan will introduce students to the concept of life long career management, based on theoretical
models of employability and career development learning.
2. The syllabus will include self-awareness exercises (personality, interests, values, motivation, transferable
skills analysis); opportunity awareness activities
3. where and how to look for graduate opportunities, the hidden jobs market and networking); careers
research and decision making; job getting skills
Instructional Objectives: The instructional objectives are:
1.This unit is designed to give you the best opportunity to successfully enter your chosen career. If you are
undecided about what you want to do, it will give you the opportunity to explore in some detail two or more
possible careers for yourself. If you start the lesson plan completely decided about what you want to do, it
will give you the opportunity to become an expert in this career so that you are well prepared for applications
and interviews.
2. Students are required to capture the learning from each session in short pieces of reflective writing.
Questions are provided at the end of each online session that will guide these reflections. These will then be
utilised to create a final Personal Career Research Report which will be submitted for assessment.
3. It will also allow you to research a ‘Plan B’ in some detail, should your initial career plans not be
achievable for one reason or another. Because we are all unique, your assignment will be different to
everyone else’s but it must be something that is useful to you through CVs and covering letters, on-line
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applications, using social media, interview techniques and assessment centres; and achieving success once in
the workplace.
Overview of the Learning Activities: The learning activities include:
1. Semester based delivery
Participation in online sessions featuring video recorded tutor led classes, online exercises and activities
(around 4 hours per week over 11 weeks).
2. Workshops
Students are required to attend 3, 1 hour face-to-face, timetabled workshops per semester.
3. Fieldwork
Students are encouraged to make contact with careers advisers, potential employers, recruiters and/or
practitioners in their chosen fields.
4. Demonstration
Students are required to watch videos that encourage self-reflection and that demonstrate the principles of
successfully securing graduate employment, including on-line applications, CVs, interviews and assessment
centres.
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Learning Style Allowances: Learning style allowances include:
1. The VARK Questionnaire
VARK is an acronym that is used to discuss the different types of learning styles. These styles are the
Reading/Writing Preference, Visual, Auditory, and Kinesthetic. The VARK Questionnaire, on the other
hand, is a tool that is used to identify the specific learning styles that people may associate with. Every
student has a learning style that they feel comfortable with and one that they are able to obtain some
necessary information with ease. After I took the VAR questionnaire, the results indicated that my learning
style was more of the kinesthetic style but also that I had some great strength with both the audio and visual
learning strategies.
One of the significances associated with the VAR questionnaire is that it helps us understand learning styles
that we are better with which then helps students develop their learning strategies. Understanding the
learning strategies best for us helps in improving our abilities in general. This tool also helps the teachers
adapt and also improve the way that they convey the message been taught effectively. According to the
results, the kinesthetic style is the most preferred. This style involves learning through experience and basic
effort knowledge.
In this style, the student majorly prefers learning by been involved in the lesson activities which helps them
understand the intended content rather than listening and focusing on what they see from the teacher.
Through the use of learning materials and their hands, they are able to learn comfortably. This is indeed true
since I am always ready to learn new things by practice and also engaging physically during the lessons. On
the same note, I still have issues with sitting down to listen or watching the teacher’s presentation.
Comprehensive List of Necessary Resources and Materials Needed for Implementation of the Unit:
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1. graph board charts, reading from textbook, Listening, and watching materials will be available in the
lesson. From the results, the other learning styles will also be reflected whereby the second highest was both
the visual and audio styles while the last one was the reading/writing style. Visual includes what one can see
and contains charts, maps, and diagrams among others. The audio involves hearing what is presented. The
reason for the two been strong was because even during the physical engagement, students also have to listen
and see some of the basic things that they need to make an effort in the practical.
2. dry erase boards, and worksheet for writing and taking notes. The least style was the read/write style
which mainly involves writing down of materials that we read. The students who are comfortable with this
learning style are the ones who like reading and writing down what they think or remember. In this sense,
they will take notes, which will help them understand what they have read better. They, therefore, have
higher abilities to concentrate and also less trouble in comprehending what they read in class.
3. activity worksheet regarding the use of VARK Questionaires may also serve as a great strategy since this
specific material helkps in rating and telling the students where they need to improve or put more efforts. In
the end, the VARK questionnaire propose or else suggest the addition of several movements during the
learning process. From movements and specific physical approaches during the lessons, there would be more
concentration which would build my understanding. These movements include moving from one point to the
other or listening g to some music that generates attention. This means that a student will be able to engage
in class and also do as required with the learning materials. Other strategies included role-playing and lab
practical which involve experiments. The personal strategies of learning also aligned with the kinesthetic
learning style which was the preferred one according to the results from the questionnaire. The learners who
prefer the kinesthetic style are said to have a high concentration and learning abilities through motion and
other physical attributes.
Description of How this Unit Provides Integration/Cross-Curricular Connections:
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Students will be expected to conduct research into their chosen occupations by following up the
recommended resources. This will include reading recommended articles and working through
recommended web resources. They will also be expected to reflect on their learning and capture these
written reflections weekly, depositing them in their e-portfolio together with evidence of other activities as
specified in the weekly sessions. Connection will be realized in the application of the kinesthetic style during
the lesson. The audio learning is significant in the kinesthetic style since it helps students grasp what is said
and do practice on the same even after the lessons. For the visual presentation too, this is very crucial in the
kinesthetic style since the visuals help in keeping concentration and having the information and practical
clear on what to do and were to be careful. The two, therefore, indicate the students who are strong when
making the practical and the same time pairing the two to get the best from any presentation.
Overview of Formative and Summative Assessments:
The lesson plan will be delivered in a flexible way to allow the appropriate use of time for different
pedagogic methods including online learning and face-to-face workshops. Lesson plan delivery will utilize a
blended learning approach, combining weekly on-line classes with face-to-face workshops, which allow for
tutor led and peer to peer learning. Students will need to have access to a computer, the internet and have
basic IT skills. The lesson plan is divided into an introduction and subsequent sections which reflect the four
stages of Career Development Learning. Students will normally study in cohorts over one semester. The
introduction allows students to consider the theory which underpins the lesson plan and also become familiar
with the virtual learning environment used for delivery. Students are encouraged to work through the
sections week by week but study at their own pace, at a time convenient for them and submit their
assignment on a pre-agreed date. There are also a number of documents that capture essential learning
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throughout the lesson plan which are required to be deposited in a portfolio. Students are supported by tutors
via email, telephone, Skype and face-to-face if required.
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II. LESSON PLANS
Lesson Plan 1
I. Subject and Grade Level: Basic Reading Skills, Kindergarten
II. Topic: Decoding
III. Standards: Ask and answer specific questions about key details in reading text
IV. Measurable Objectives: ensure students can decode key details used in reading materials in class.
V. Materials: books, music DVDs and rhyming poems
VI. Character Education Principle: Set a purpose for select appropriate reading materials
VII. Set: Classroom
VIII. Instructions: try and decode key details in the text
IX. Guided Practice: group work
X. Independent Practice: assignments
XI. Closure: evaluate how students decoded words
XII. Evaluation: CATS and tests
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Lesson Plan 2
I. Subject and Grade Level: kindergarten, basic reading skills
II. Topic: Fluency
III. Standards: Demonstrate the conventions of standard English language and grammar and usage
when speaking.
IV. Measureable Objectives: ensure students speak English fluently
V. Materials: audio material and course books
VI. Character Education Principle: read different pieces smoothly and at a good pace
VII. Set: classroom
VIII. Instructions: read texts fluently
IX. Guided Practice: reading out pieces aloud in class
X. Independent Practice: individually reading texts
XI. Closure: ensure students fluently read materials
XII. Evaluation: class random audio tests
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Lesson Plan 3
I. Subject and Grade Level: kindergarten, basic reading skills
II. Topic: Vocabulary
III. Standards: Use frequently occurring vocabulary
IV. Measureable Objectives: students to understand most words in reading materials
V. Materials: course books
VI. Character Education Principle: understading vocabulary
VII. Set: classroom
VIII. Instructions: ensure you include new ideas in conversations to help underdstand and improve your
vocabulary
IX. Guided Practice: group storytelling
X. Independent Practice: assignment
XI. Closure: meet lesson objectives
XII. Evaluation: dictation
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Lesson Plan 4
I. Subject and Grade Level: kindergarten, Basic Reading Skills
II. Topic: Sentence Construction and Cohesion
III. Standards: Introduction to online learning. Opportunity Awareness
- Exploring possible career options. Private and public sector. Organisational culture. Working abroad.
Opportunity Awareness-
IV. Measurable Objectives: Introduction to the lesson plan. Models of employability and Career
Development Learning. Employability self-evaluation. Introduction to technical elements of online learning.
Introduction to lesson plan content. Group work.
V. Materials: Transitions - Looking good online.Personal branding. Building and tailoring a CV.
Transitions - Social Media and online applications.
VI. Character Education Principle: CVs peer and tutor feedback. How to produce an excellent assignment
for this lesson plan.
VII. Set: When both the students and the teachers are aware of the learning styles, strategies, and the
preferences that they have, the teaching is always valid. The same thing is applied even in other departments
like the kindergarten. When the students can understand the styles and preferences that they have, they end
up creating approaches that are effective to assist them either deal with their situations or form groups in a
short time possible.
VIII. Instructions: Teachers provided clear expectations for behavior and a conducive and safe learning
classroom environment. Teachers enforced expectations on a daily basis and following through with
consequences if any students refused to comply. Teachers organized and planned appropriately for my day
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with the students to be successful.
IX. Guided Practice: Designed lesson plans based on the needs of my student during the teaching practice.
Teachers made accommodations for the students who were still struggling within lessons. Teachers spoke
with students one-on-one with a welcoming attitude while at the same observing individual student learning
needs.
X. Independent Practice: Self-awareness (20) The extent to which the learner shows developing self-
awareness through a process of analysis, synthesis and evaluation, based on a range of online activities.
Opportunity awareness
The extent to which the learner shows an appreciation and understanding of relevant and appropriate
occupation(s) that are realistic options for them.
XI. Closure: What teachers would do differently if given a chance would be to continue encouraging
students to think critically and create a more comfortable, engaging classroom environment for learning.
Teachers would continue to give students the opportunities to work independently reflecting and receiving
positive feedback for success. Teachers would plan and model my lessons in such a way that student’s
understand the content and concept of the instructions.
XII. Evaluation: Career Research, Decision Making and Action Planning
The extent to which the learner shows ability to make sound career / life decisions and plan for the future,
based upon self and opportunity awareness.
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Lesson Plan 5
I. Subject and Grade Level: kindergarten, Basic Reading Skills
II. Topic: Working Memory and Attention
III. Standards: The hidden jobs market and networking. Peer/tutor formative feedback on reflective writing
activities. Group work.
IV. Measurable Objectives: Complete online activities. Save specified items to a folder.
Complete reflective writing and save to your folder. Self-Awareness – Who am I and what do I want from
my future? Personality, interests, motivations and values. Complete online activities. Save specified items to
your folder. Complete reflective writing and save to your folder.
V. Materials: Transitions - Preparing for interviews Commercial awareness.Interview practice. Transitions -
Assessment centres, online psychometric tests and presentation skills.
VI. Character Education Principle: Transitions - Success in the workplace including communication
skills, team working, emotional intelligence, time management. - Setting goals and action planning.
VII. Set: This means that they do not have to use the same process for every problem, but they will consider
the best way to approach the issues and the due process for each one. The same way, the problems, just like
the students need to have an idea what works better for them and the best strategies to consider for their
solutions so that they can have a good education result at the end.
VIII. Instructions: Teachers gave students specific goals to achieve during the class period for effective and
productive learning. Students were assigned specific tasks during each lesson and after lessons in the form of
guided and independent practice for assessment. Parents and guardians were informed of their children’s
behavior when required and necessary. My cooperating teacher put an extra effort into contacting parents to
inform them of any issues or to give positive feedback about student’s progress.
IX. Guided Practice:
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X. Independent Practice: Transition Skills. The extent to which the learner demonstrates their knowledge
and understanding of graduate recruitment processes, including building and tailoring CVs, completing
application forms, use of social media, interview techniques and assessment centres.
XI. Closure: The students were comfortable approaching them at any time for help and assistance. The
lessons were always clarified for student understands and for students who need additional support,
assistance was always provided. Teachers engaged students in a simple inquiry and hands on activities to
get an understanding of the concept. Teachers were able to use different strategies, differentiating instruction
to facilitate student learning.
XII. Evaluation: Presentation. Overall presentation of assignment including structure, flow, written style
and tone, spelling, grammar, etc. Appropriate word length. Correct, appropriate and relevant referencing,
including reference list.
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III. ACCOMMODATION AND DIFFERENTIATION ALLOWANCES
You will complete all the interactive exercises online and then write about what the results mean for you.
For example, if you discover you have a high Artistic score on the session, you may want to explore some
creative related careers. You will also need to include what you have learnt about securing graduate roles,
including how to design and tailor a CV and complete application forms to a standard that will give you the
best chance of gaining an interview. The questions provided at the end of each session should act as prompts
to help you reflect on the activities and identify what you have learnt about yourself, the opportunities
available to you and how to make the most of these. The subject is designed to be of value and help to you.
It is all about you, your self-discovery, your hopes, your needs and your plans for the future. As such it is
personal to you and can be written in the first person (e.g. ‘I feel that’, or ‘I believe that’ or ‘I now need to’).
Students must demonstrate in student’s assignment that students have engaged in all the online exercises and
that students have reflected on what students have learnt about students and how to secure a graduate role.
Students also need to demonstrate that students have considered the implications of students learning for
students career planning. Students need to use what students have learnt about students self and relevant
occupations to justify the goals students identify in students action plan.
IV. RESOURCES
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References
Hallahan, D., Kauffman, J., & Pullen, P. (2012). Exceptional learners: An introduction to special
education. Upper Saddle River, NJ: Pearson Education, Inc.
Kellough, R.D. & Jarolimek, J. (2008). Teaching and learning K-8: A guide to methods and resources.
Upper Saddle River, NJ: Pearson Education, Inc.
Richardsonson, J.S., Morgan, R.F., & Fleener, C.E. (2012). Reading to learn in the content Areas (8th ed.).
Belmont, CA: Cengage Learning, Inc.
Scheuermann, B.K., & Hall, J.A. (2012). Positive behavioral supports for the classroom. Upper Saddle
River, NJ: Pearson Education Inc.
Slavin, R.E. (2012). Educational psychology: Theory and practice. Boston, MA: Pearson Education Inc.
Hahnel, C., Goldhammer, F., Naumann, J., & Kröhne, U. (2016). Effects of linear reading, basic computer
skills, evaluating online information, and navigation on reading digital text. Computers in Human
Behavior, 55, 486-500.
Zee, M., & de Bree, E. (2017). Students’ self-regulation and achievement in basic reading and math skills:
the role of student–teacher relationships in middle childhood. European Journal of Developmental
Psychology, 14(3), 265-280.
Aro, M., & Lyytinen, H. (2016). Training reading skills in finnish: from reading acquisition to fluency and
comprehension. In Reading Fluency (pp. 125-140). Springer, Cham.
Ngorosho, D. (2018). Enhancing the Acquisition of Basic Reading Skills in Kiswahili Using
GraphoGame. Papers in Education and Development, (35).
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