Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 10/21/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: Wednesday 10/21/2020 Readers Workshop Unit _2__ Session_6_ Making Labels for Pictures *See Google Classroom for Video Lessons Writers Workshop Unit_Show and Tell__ Session _14 Studying How Sentences Look Eureka Math Module _1_ Lesson _37_ *See Google Classroom for Video Lessons Phonics F & P l: Lesson _LS 3 can, it Science/Social Studies Day/Night Shared Reading Go Away Big Green Monster 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 ELACCKW1 ELACCKW3 K.GSE.CC.2 K.GSE.CC.3 K.GSE.CC.4 K.GSE.CC.5 ELAGSEKRF4 SKE1 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 make labels for the pictures in the books I am reading. I can use a mentor book to help me with my book. I can represent numbers in a variety of ways. I can read sight words in a book. I can identify the difference between day and night. I can identify a letter/sound, snap word, or rhyme in a story. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I can label my pictures. I know how to look at a mentor book to see how the author wrote their patterns. I know how to use what I learn from the book to put it in my own book. I know I can use cubes to show a number of objects. I know I can use a 5-group mat. I know sight words are words I can read in a snap. I can find sight words in books. I know the sun is out during the day. I know the moon is out at night. I can find a letter I know in text. I can look for sight words I know in text. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Readers, I am so proud of all the work you have been doing reading your old favorite storybooks! These books are just like stars! Everybody in the world can see the stars in the sky, and everybody in our class knows the old favorites we’ve been reading over and over. Today I want to show you one way readers figure out what words to use when they tell a story. Boys and girls our classroom has become such a wonderful writing factory, everyday more and more books are being written. If I point to you tell me what your new book is going to be about, go around to several students quickly. I even noticed some of the same patterns in your books in our books in the classroom. Those books are called our mentor books. Building 1 More and 1 Less Towers; 5-Group Finger Counting Introduce snap words “can” and “it” with youtube songs. Can: https://www.youtube.com/watch?v=YywiAe4kWJ4 it:https://www.youtube.com/watch?v=6OOKNbNX93A Youtube song on day and night: https://www.youtube.com/watch? v=eGXO4RF1TvM Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter Poem Direct Instruction -minilesson *See Google Classroom for Video Lesson Direct Instruction -mInilesson Direct Instruction *See Google Classroom for Video Lesson Direct Instruction Direct Instruction Direct Instruction Teaching Point Today I want to teach you that as readers you can make labels for the pictures in the books they read. The labels help them know which words are important for telling the story. Teach: Today I want to show you one way readers figure out what words to use when they tell a story. Using The Three Billy Goats Gruff, model looking carefully at the pictures first, thinking to yourself, “Hmm,...what words will help me tell this story?” Point to an object on the page and demonstrate creating a label for the object. Here is the troll under the bridge. I am going to label this troll, because it will help me tell this story. Model saying the word very slowly, segmenting all the sounds, with an alphabet chart on hand. T-t-troll. I am going to use the alphabet chart to see which picture also starts with the t-t-t sound. Go through the alphabet chart checking for the t sound. Model finding it, and write it on a post-it note. Continue labeling. Teaching Point: Good writers write pattern sentences by using a mentor text. Teach: Watch me as I look at the book about the zoo to help me write my book about the park Read the book Here is the zoo, here is the lion, here is (you can use any simple pattern book with here is to demonstrate) I’m going to use the same pattern for my park book. Here is the park, here is the slide, here is the swing, here is the sandbox Did you see how I used my mentor text to write my sentences to sound just like a book like Here is the zoo? The teacher will explain each station to students and explain that the class is having a Number Fair today. Show students the correct way to write the sight words. Talk about the letters in each word. Discuss why they would be lowercase. Have students explain why some letters are chicken letters, giraffe letters, or monkey letters. Read the book Day and Night. Talk about the process of day turning into night and then back into day. Use a globe and another object to model how it would look. 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) Teacher leads students in the mystery bag activity to classify object into two groups. Students will then rotate to the rest of the stations working. 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: Students will help the teacher generate a sentence that they can write for each sight word. Students will work individually to cut and paste pictures of the sun and moon in the order of how it goes from day to night, then back to day. As the class is reading, 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 37 Students will glue their sight words in their phonics notebook and write the sentences. They will go back and highlight the sight word in each sentence. Above activity Have students do a word hunt in their books for the skill of the day. 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 rug partner? Ask students to show partner what words have been labeled in their books. Voice over and share what great readers were talking about. Today we learned that we can make labels for the pictures in the books we read. These labels help us know what words are important for telling the story. Boys and girls we are going to be having a book store but we have to let people know so I created this sign. Then someone told me there were mistakes. Let’s try to fix them together. Have written on a piece of paper or on board the following including errors then fix with students. Special announcement! We are writing Lots of books in our class. Come to our bookstore and see. It will be on Tuesday at 9. The teacher will lead students in a discussion reviewing all of the processes/ outcomes from the Number Fair, reviewing the I can statements throughout. Let students turn to someone and touch each word in a sentence while reading. Tell a friend about the pattern we learned about today. Discuss why it is important to know sight words or letter sounds when reading a book.
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