Daily Lesson Plan

What: Daily Lesson Plan
When: 10/6/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 10/6/2020	Readers Workshop Unit _1__ Session_17_ *See Google Classroom for Video Lesson	Writers Workshop Unit_Show & Tell__ Session _6__	Eureka Math Module _1_ Lesson _28_ *See Google Classroom for Video Lesson	Phonics F & P l: Lesson __LS 3 Mm, Nn	Science/Social Studies Community Helpers Firefighter	Shared Reading Sixteen Runaway Pumpkins
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:
	ELAGSEKRF1 ELAGSEKRF2 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	K.GSE.CC.2 K.GSE.CC.4 K.GSE.CC.5 K.GSE.CC.3	ELAGSEKRF3	SSKE1	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 can read and point left to right, top to bottom, and page by page.	I can plan my pages before I write.	I can show addition and subtraction in many ways.	I can identify the sounds of the letters.	I can identify community helpers and the jobs they do.	I can reread to build comprehension.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know reading goes page by page from the left to the right. I know if there is more than one line of text I read the top line and then the next line.	I know I can write about different parts of the same thing. Examples – classroom: computers, smartboard, library. Walmart – groceries, toys, clothes.	I know addition is putting groups together. I know subtraction is taking something away from another group. I can show it by drawing it or with objects.	I know each letter makes a sound. I can match a picture that starts with that letter.	I know a community helper can be a firefighter. I know what a firefighter does to help my town.	I know how to reread. I know that if I read something many times I can remember and understand more.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Reread one of the stories from Writing Workshop. Make the connection between students reading the words of their own stories and reading the words in the old favorite storybooks.	Boys and girls you have been showing and telling so wonderfully about your things that I thought I’d share something with you. People don’t just show and tell about things they do it about places too.	Fluency Practice: How Many, Wet Dog Counting, Rekenrek Application Problem: Drawing and counting balls	Tell students they are going to learn that each letter makes a sound. Use letter sound songs.	Community Helpers Song: https://www.youtube.com/watch?v=TiZoHudqFq8	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “N Poem”
	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
	Today I want to teach you that when you read a book really well, you remember some of the exact words. Then, you can find those words and point to and read some of them-just like you do in writing workshop. Demonstrate how you read the title of a book, pointing to each word you read. Then, show students how you notice the first letter in the words in the title. Encourage students to help you find and read those familiar words in the first few pages of an old favorite storybook.	Good writers write show and tell books about places by writing one part on each page. Watch me as I think about a special place I know and all the parts in it. My special place is the classroom, Do quick sketches across pages as you think aloud. The classroom has a library, the classroom has a math center, the classroom has computers, desks and chairs, Do you see how a place can have a lot of parts and we can put each part on each page.	Activity consists of teacher demonstrating how to act out result unknown story problems with unknown equations.	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.	Teacher will read: I Want to be a Fire Fighter. Watch Fire Fighter – Kid’s Dream Job on YouTube. https://www.youtube.com/watch?v=YQqgIFvn7gU	Second Read – Cross Checking. Tell students they are going to reread together to see if what they say makes sense, sounds right, and looks right.
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: *See strategy group plans	Small Group: *See strategy group plans	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	___ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing	Teacher leads students in acting out result unknown story problems with unknown equations.	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 and students will discuss and make a chart throughout the book: Job Tools Good or Service	As the class is reading, stop and ask “does this make sense, sound right, and look right?” Make errors so that students can understand how it might not sound right or make sense.
	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 28	Students will work on sorting their own picture cards in their phonics notebook.	Students draw a picture of a firefighter. https://www.youtube.com/watch?v=HoA5MZoub_g	Highlight or cover up some words to have students try to think of what would make sense when reading. Ask them if it looks right and sounds right.
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:
	Review the steps for reading words work.	Now think of a special place you have been to it could be the soccer field, or dance studio, or gymnastics gym, and then turn and tell your partner what you would write about that place. Now you have even more places to write about tomorrow.	The teacher will lead students in a discussion to review how to act out result unknown story problems with unknown equations.	Tell someone something that starts with one of the letter sounds we learned today.	Share with a partner one thing you learned about firefighters.	Discuss why it is important to check that our reading makes sense and sounds right.

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