Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 11/19/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: 11/19/2020 Readers Workshop Unit _Super Powers__ Session_8_ *See Google Classroom for Video Lesson Writers Workshop Unit_2__ Session _4__ Eureka Math Module _3_ Lesson 5 Phonics F & P l: Lesson _PA 22 Science/Social Studies Customs/Traditions 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 ELACCKW2 MGSEK.MD.1 MGSEK.MD.2 ELAGSEKRF2 d SSKH1 ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 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 letter sounds to help me read a word. I can write a true story with a beginning, middle, and end. I can determine which linking cube stick is taller or shorter than the other. I can hear the middle sound in a word. I can identify and describe the customs and traditions of Thanksgiving. I can reread a book with fluency. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know letters make sounds. I know that to read a word I have to say each letter sound in the word and blend them together. I know a true story has to begin by telling where I am. I know height is measured taller and shorter. I can compare two objects side by side and tell which is taller. 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 pilgrims were a part of the first Thanksgiving and what they did. 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 Lead the class in a warm-up that reviews letter-sound correspondence. Give students the opportunity to generate a new anchor chart on ways to make writing easy to read and to self-assess their writing against that chart. Fluency: Show Me Longer/Shorter; 5-Group Hands Application: Youtube song on vowels https://www.youtube.com/watch?v=mDVV9jp-z1k Youtube song on Pilgrims: https://www.youtube.com/watch?v=h-vannwwn2U Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “E 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 Today I want to teach you that sometimes picture power isn’t powerful enough to tackle those really tough words. You can activate sound power, too. Today I want to teach you that a writer says a sentence in his or her mind, then writes it, writing word after word. Activity consists of teacher demonstrating how to arrange linking cube stairs in order from tallest to shortest while discussing pattern (10. 1 less is 9. 9. 1 less is 8, etc.). Teacher will demonstrate using comparison language (ex. “The 7 is longer than the 5. 5 is shorter than the 7.”) 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. hot Read the book The Story of the Pilgrims. 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: 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 sticks using correct comparison language and recognizing that cubes were the same length regardless of orientation (up, down, or sideways). 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 ‘o’ sound just like hot and a place for words that do not have ‘o’. Discuss the type of clothing the pilgrims had long ago to what we have now. Talk about how they traveled versus how we travel now. 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 5 Students have picture cards and glue them in their phonics notebook. They are sorting their pictures based on the vowel in the middle. Students will make a pilgrim boy/girl showing the clothing they wore. 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: Lead the class in creating a class book by segmenting and isolating sounds in words they hear. Bring some writers who are strong at writing sentences up front and showcase their work. Be sure to name the process those writers used. The teacher will lead students in a discussion about determining which linking cube stick is longer than or shorter than the other. Share with someone all the parts in the word bag. Tell a friend something you learned about pilgrims. Discuss why it is important to be fluent when reading.
*See Google Classroom for Video Lesson
Thanksgiving
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I know the middle needs to tell what happened.
I know the end needs to tell how I felt.
Name Train
Teach
Add new strategy to the We are Super Readers Anchor chart.
Model how to use the first sound of a word to help you read a tricky word in the demonstration text when the picture isn’t clear.
Read the pictures of your story, saying aloud the short sentences you plan to write. Demonstrate the whole process of saying a word, recording it, leaving a space, then saying the next word. Don’t worry that many students will not totally grasp all this.
*See strategy group plans