Daily Lesson Plan

What: Daily Lesson Plan
When: 11/12/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 11/12/2020	Readers Workshop Unit _Super Powers__ Session_3__ See Google Classroom for video Lesson	Writers Workshop Unit_1__ Session _18__	Eureka Math Module _2_ Lesson _Assessment_ See Google Classroom for video Lesson	Phonics F & P l: Lesson _LS 3 pg. 317_ up, see	Science/Social Studies Veteran’s Day	Shared Reading
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:
	ELAGSEKRF 1, 2, 3, 4 ELAGSEKSL 1, 2, 4, 6 ELAGSEKL 1, 2, 5	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	K.G.1 K.G.2 K.G.4	ELAGSEKRF4	SSKH1 SSKH3	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 and not let longer words confuse me.	I can respond to suggestions from others and add detail to my writing.	End of Module Assessment	I can read sight words in a book.	I can identify Veteran’s Day and why it is celebrated.	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 I touch one word and say one word even if the word is long or has lots of syllables. I know words are separated by spaces.	I know details can be grass, sun, clouds. Details help people know where you are. Labels help tell people what the pictures are.		I know sight words are words I can read in a snap. I can find sight words in books.	I know veterans are people who served in the military. I know Veteran’s Day honors all veterans.	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
	Rally students to keep using one-to-one matching, even with longer, more complex words.	Remind students of the process they have gone through up to now to create amazing stories.		Introduce snap words “up” and “see” with youtube songs.	America the Beautiful https://www.youtube.com/watch?v=ONpP0isJMsY	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “Y 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 remind you that when you point to words as you read, each word gets just one tap - even long words. Invite students to say the names of three colored dots as you tap once under each one. Point out that even the longer word gets just one tap. Repeat this process with pictures of animals. Then ask students to name which word was the longer kryptonite word. Ask students to name how many taps – words - they will say for the four items you’ve placed on the shelf.	Today I want to teach you all about how writers edit their writing. They sometimes try to spell words again so that they can remember them and help others read them too! They reread each word and make sure the word looks right. Then they may even need to change it to make it more readable. Edit the teacher writing in front of class. Think aloud during your demonstration so the students can see the kinds of strategies you use.		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.	Tell children that Veteran’s Day is a holiday we have in the U.S. Read the book Veteran’s Day.	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 _X__ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study	_X__ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing		Students will help the teacher generate a sentence that they can write for each sight word.	Make a list of different military branches and explain each one.	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		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 will make a Veteran’s Day hat to wear.	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 help you point to the words of a familiar song, “capturing” its pre cut words in a pocket chart. Prompt them to tap just once for each word.	Invite students to share their writing with others and see what their classmates have done.		Let students turn to someone and touch each word in a sentence while reading.	Share with a partner something you know about a veteran.	Discuss why it is important to know sight words or letter sounds when reading a book.

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