Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

10/14/2020

Readers Workshop

Unit _Emergent Reader 

Session_2_

Writers Workshop  

Unit_1__

Session _10

Show and Tell__

Eureka Math 

Module _1_

Lesson 32

Phonics

F & P l: Lesson __LS 3 pg. 317_

UOS in Phonics Lesson

Ss/Pp

Science/Social Studies  

Community Helpers: Mail Carrier

Shared Reading

There Was an Old Lady Who Had a Fat Cat  

Opening     (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

Standard/s: 

Standard/s: 

Standards: 

Standard/s: 

Standard/s: 

ELACCKRL4

ELACCKRL5

ELACCKRL10

ELACCKRl10

ELACCKRF1

ELACCKRF2

ELACCKRF2a

RLK1 -3, RLK5, RLK7, RFK1, RFK4, SLK1, SLK2

ELACCKW1

ELACCKW3

K.GSE.CC.2

K.GSE.CC.3

K.GSE.CC.4

K.GSE.CC.5

ELAGSEKRF1 a, b, c

SKE.1

ELAGSEKRL1

ELAGSEKRL2

ELAGSEKRL3

ELAGSEKRL4

ELAGSEKRL5

ELAGSEKRI5

ELAGSEKRL6

ELAGSEKRL7

ELAGSEKRL10

ELAGSEKRF1

ELAGSEKRF2

ELAGSEKSL1

ELAGSEKSL6

Learning Target/Teaching Point

Learning Target/Teaching Point

Learning Target/Teaching Point

Learning Target/Teaching Point

Learning Target/Teaching Point

Learning Target/Teaching Point

I will look carefully at the pictures to remember what the characters are doing, saying, and thinking.

I can use my labels to write my sentences.

I can show 1 more from a given number.

I can identify the sounds of the letters.

Ss/Pp

I can identify a community helper and the job they do.

I can identify a syllable, letter/sound, snap word, word family or rhyme in a story.

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

I can look at the pictures and say what the character is doing.

I can look at the pictures and say what the character is saying.

I can look at the pictures and say what the character is thinking.

I know labels are just one word by a picture.

I know labels can be put into a complete sentence.

I know the picture and sentence need to match.

I know how to show that one more means the next number in a sequence.

I know each letter makes a sound.

I can match a picture that starts with that letter.

I know a mail carrier is a Community Helper who delivers mail and packages where I live.

I can find sight words in books.

I can find syllables in words.

I can hear a rhyme in a story.

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Teacher will encourage: Readers, you did a wonderful job yesterday reading our star books! I was noticing how we were all looking at the pictures, remembering the story, and reading! Today, I want to add a new storybook to our star bins! We will add Caps for Sale. (You will need to read this book aloud to your students before this lesson. If you haven’t then choose an emergent storybook you have.)

Teacher will discuss:

Boys and girls. I was reading my class book about the classroom and I realized that it gave lots of information in the pictures but it didn’t tell a lot about how we used those things.

Then when I went to try to add labels to do this I realized there wasn’t room in the picture to do it, so I thought I can add more on the lines by adding sentences.

T.E. Pg. 315:Green Light, Red Light; Guess the Hidden Number; Draw 1 More and Write How Many

Application Problem: Drawing shirts and discovering missing numbers activity

Tell students they are going to learn that each letter makes a sound.  Use smartboard letter introduction.  

Teacher will read The Mail Carrier.

Warm Up:  Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready.

Direct Instruction

-minilesson 

*See Google Classroom for Video Lesson

Direct Instruction    -mInilesson

Direct Instruction

*See Google Classroom for Video Lesson 

Direct Instruction
Teach

Direct Instruction

Direct Instruction

Demonstrate that readers don’t just name what they see, but they think about what is happening. Demonstrate how to use the pictures to remember what’s happening in the story.   

We know this book really well by now. So when you look at the pictures, you can use them to remember what the characters were doing and saying and thinking on that page – you don’t just describe what you see in the picture.

For example, on the 1st page of Caps for Sale, children will see a picture that shows a man with caps piled high on his head, standing in the street of a village. Demonstrate the difference between describing the page – This is a man wearing lots of hats, and remembering what this character is doing, saying or thinking.

Good writers add sentences by using the labels from the picture

Let’s look at our class book about the classroom.

Turn to the page with the library.

Watch me as I look at the picture and labels to think what more I can add.

I can say This is the library. We read books here.

This is the library. (use multiple strategies pointing to the ways to spell words chart to spell words)

Do the same with We read books here getting help from students.

Do you see how I added more to page by using my labels and pictures.

Activity consists of teacher demonstrating how to arrange, analyze and draw sequences of 1 more beginning with numbers other than 1.

Today we are going to work with letters and pictures of things that have a name that starts with the same sound.  First let’s say the letter name and the sound it makes.

Now  let’s look at the picture cards and decide which letter to put the picture beside.  Let students come up and help with the cards.  

Teacher will discuss information discovered in the book about mail carriers.

Tell students that today they will focus on words in the book.  Teacher will read a page or two and then go back to focus on one of the following: syllables, rhymes, letter sounds, sight words, or one to one correspondence.

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

Small Group:                             

Small Group Instruction:                        

Concept Development (We Do)

Active Engagement 

Guided Practice:

Guided Practice: 

___ Interactive Read Aloud

___ Strategy Group

___  Guided Reading Group 

___ Shared Reading (K-2)

___ Interactive Writing 

___ Word Study

Standard: 

Teaching Point:

Strategy:

___ Strategy Group                                 ___ Interactive Writing (K-2)

___W ord Study

___  Shared Writing 

Standard: 

Teaching Point:

Teacher leads students in activity to arrange, analyze and draw sequences of 1 more beginning with numbers other than 1.

Students will independently complete a Two-Way Sort of the picture cards to match the correct letter.

Students will watch: I Want to Be a Mail Carrier – Kids Dream Jobs

https://www.youtube.com/watch?v=mXfL1CdkGT4

As  the teacher is reading, she will stop and ask questions related to the phonological skill of the day.  This may vary based on the needs of students and their phonological awareness.

Reading Conferences:

Writing  Conferences: 

Problem Set (You Do)

Rug Time/Apply 

You Do

You Do

_X_ RDCT Conference

__ Coaching Conference

__ Goal Setting   

      Conference

_X_ RDCT Conference

__ Goal Setting 

      Conference

Problem Set 32

Students will work collaboratively on a Two-Way- Sort.

Students will discuss with a partner the things the mail carrier does and if the job provides a good or service job.

Ask students to retell the story.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding.

TKES : 1,2,3, 4,5,6,7,8

Share

Share

Debrief

Share

Summarize:

Summarize:

Could you turn and talk to your partner?

Ask students to describe the pictures in their book and the characters actions.

Voice over and share what great readers were talking about.

Today we learned that we can do more in our storybooks by looking closely at our books and using our pictures to remember the story and talk about our characters.

Boys and girls today we are going to share what we are writing and who has written sentences and across pages.

Have students share, then tell your partner how you are going to write more tomorrow.

I want you to think about writing you might want to share with someone, because we are going to be sharing our writing with other students.

The teacher will lead students in a discussion reviewing how to arrange, analyze and draw sequences of 1 more beginning with numbers other than 1.

Students will be able to say the name of their picture card and the beginning  sound that matches.

Share one thing that you learned about mail carriers.

Turn to a partner and tell them how many times you see the letter, sound, word family or snap word that I hold up on the page in the book.