Daily Lesson Plan

What: Daily Lesson Plan
When: 10/7/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 10/07/2020	Readers Workshop Unit _1__ Session_18_ *See Google Classroom for Video Lesson	Writers Workshop Unit_Show & Tell__ Session _7__	Eureka Math Module _1_ Lesson _29_ *See Google Classroom for Video Lesson	Phonics F & P l: Lesson _LS 3 on, to	Science/Social Studies Community Helpers Doctor	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	ELAGSEKRF4	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 with a partner to understand my book.	I can add more to my picture and to my writing.	I can tell 1 more than a given number.	I can read sight words in a book.	I can identify community helpers and the jobs they do.	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 know to read with a partner we have to take turns seesaw reading. I know I need to listen to my partner.	I know I need to spend time on my pictures and on my writing. I know it is important to work on both parts of my writing piece.	I know when I add one more my number goes up. I can use a number line to help me add one more.	I know sight words are words I can read in a snap. I can find sight words in books.	I know a community helper can be a doctor. I know what a doctor does to help my town.	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
	Invite students to brainstorm why they think they have reading partners.	Boys and girls you have been showing and telling so wonderfully about places, but I was noticing that you have such wonderful drawings, but some of your pages are missing words.	Fluency: Guess the Hidden Number, Piggy Bank, Beep Number Application Problem: Drawing and counting dishes activity	Introduce snap words “on” and “to” with youtube 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 powerful partners work as a team to try to wow their listeners. You can use the anchor charts from the unit as you work to make your old favorite storybook reading the best that it can be. Recruit students to act as your reading partner, and rally them to read the “Readers Read with a Partner” chart with you. Decide how to read your old favorite storybook, in this case choosing see-saw reading. Invite students to see-saw read as your partner, alternating pages with you. Demonstrate a low-level reading of the text, and recruit students to critique your reading and offer feedback.	Good writers are reminded to switch from drawing to writing by using a timer. Watch me as I start my book on the kitchen and use my timer to help me switch from drawing to writing. I’m only going to do quick sketches so that I can have time to write. Do you see how I used my timer to help me with my writing and then I used all of my resources to get my words down.	Activity consists of teacher demonstrating how to order and match numeral dot cards from 1-10 and stating 1 more than a given number.	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.	Teacher will read I Want to Be a Doctor. Watch Doctor – Kid’s Dream Job on YouTube. https://www.youtube.com/watch?v=JxdrEFz9Jsw	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: *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 activity to order and match numeral dot cards from 1-10 and stating 1 more than a given number.	Students will help the teacher generate a sentence that they can write for each sight word.	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 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 29	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.	Students draw a picture of a doctor. https://www.youtube.com/watch?v=RM7mSCrt8pg	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:
	Invite students to read their LATW books, using a familiar chart to check their reading. Use the anchor chart: Readers Learn from Books, Too!	Boys and girls today ----- is going to share his/her book and we are going to be his partners asking questions as he reads. Now read to your partners and see if they have other things that need to be added. Review writing partners chart.	The teacher will lead students in a discussion to review how to order and match numeral dot cards from 1-10 and stating 1 more than a given number.	Let students turn to someone and touch each word in a sentence while reading.	Share with a partner one thing you learned about doctors.	Discuss why it is important to know sight words or letter sounds when reading a book.

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