Daily Lesson Plan

What: Daily Lesson Plan
When: 11/13/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 11/13/2020	Readers Workshop Unit _Super Powers__ Session_4_ *See Google Classroom for Video Lesson	Writers Workshop Unit_1__ Session _19__	Eureka Math Module _3_ Lesson 1 *See Google Classroom for Video Lesson	Phonics F & P l: Lesson _PA 22	Science/Social Studies Past, Present, Future	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:
	ELAGSEKRF1 ELAGSEKRF2 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	MGSEK.MD.1 MGSEK.MD.2	ELAGSEKRF2 d	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 use my sight words to help me with pointer power.	I can show what I know in my writing.	I can compare lengths using taller than and shorter than.	I can hear the middle sound in a word.	I can describe past, present, and future.	I can reread a book with fluency.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know to look for sight words I know in a sentence before I read. I know that the sight words can help me read my book and stay on track.	I know I need details in my picture. I know I need to label my picture. I know I need to make the words and picture match.	I know lengths are measured side to side. I know I use words longer than and shorter than when describing lengths.	I know I need to say a word slowly to hear each part. I know the middle is in between the beginning and the ending of the word.	I know the past is something that has already happened like yesterday, last week, or last year.	I know fluency means being able to read without trying to figure out a word. I know fluency means I should change my voice like the character.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Ask students to bring a book from their table tub with them to the rug. Remind students of all the words they know. Rally them around snap words that they have learned.		Fluency: Tell the hidden number; 5-group finger counting Application: Show students sets of pics of a skyscrapers and one-story buildings.	Youtube song on vowels https://www.youtube.com/watch?v=mDVV9jp-z1k	Video on Long Ago https://www.youtube.com/watch?v=bDPBUVOy2Vk	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “Z 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 another trick to make your pointer power even stronger. When you see a word that you know in a snap, it helps you keep track of the right words as you read, and they help you fix your pointer power. Read a familiar text, pointing under each word and pausing on a snap word. Read on, this time mismatching spoken words with written words.	Today we are celebrating everything we know about writing.	Activity consists of teacher demonstrating how to compare lengths using same endpoints.	Teacher will explain that vowels are the glue that holds words together. Explain that today we will be saying words slowly and listening for the middle (vowel) sound. Model one by saying it slowly and exaggerating the middle sound. cat	Teacher will show vocabulary cards of past, present, and future. Be sure to explain to students that past doesn’t have to be years ago, it could be yesterday.	Today we are going to reread our book so that we can focus on fluency. Let’s read together and try to scoop up more words. Make sure you make your voice sounds like the character’s voice would be. Be sure to look at the punctuation marks to help us change our voice.
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	Teacher leads students in comparing paper strips to see which one is longer.	Teacher and students practice words together trying to say all the parts of the word and hearing the vowel. Have a chart where students can put pictures of words that have the ‘a’ sound just like cat and a place for words that do not have ‘a’.	Place words (past, present) on a pocket chart and have students look at picture cards and sort them based on the past or present.	Class reads book together several times trying to improve their fluency with each try.
	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 1	Students have picture cards and glue them in their phonics notebook. They are sorting their pictures based on the vowel in the middle.	Let students think of something they could draw on an index card that could be for the past.	Have students turn and work with a partner taking turns to read the book fluently.
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:
	Teach students a new way to check their pointing.	Share one of your pieces with a friend and show them the details and labels.	The teacher will lead students in a discussion about comparing lengths using taller than and shorter than with aligned and non-aligned endpoints.	Share with someone all the parts in the word bag.	Share with a partner something you did in the past.	Discuss why it is important to be fluent when reading.

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