Daily Lesson Plan

What: Daily Lesson Plan
When: 11/5/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Thursday 11/5/2020	Readers Workshop Unit Emergent Readers Bend 3 Lesson 4 (14) *See Google Classroom for video lessons	Writers Workshop Unit Launching__ Session _14__ Adding More Details to Pictures and Stories	Eureka Math Module _2_ Lesson 8 *See Google Classroom for video lessons	Phonics F & P l: Lesson _PA 20 p. 181-183 UOS in Phonics Lesson Segmenting,Blending CVC Words	Science/Social Studies Where I Live	Shared Reading The Napping House
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:
	ELACCKRL4 ELACCKRL5 ELACCKRL10 ELACCKRl10 ELACCKRF1 ELACCKRF2 ELACCKRF2a	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	K.G.1 K.G.2 K.G.4	ELAGSEKRF2b, c, d	SKG2 SKG3	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 will ask my partner questions about his/her book.	I can respond to suggestions from others and add detail to my writing.	I can describe and communicate positions of all solid shapes using the words: above, below, beside, in front of, next to, and behind.	I can blend sounds together to read words.	I can describe where I live.	I can reread a book with fluency.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can ask my partner questions about his/her book.	I know questions are who, what, where, when, and why. I can answer a question from my friend.	I can identify a cone. I can identify a cylinder. I can identify a cube. I can identify a sphere.	I know how to stretch out a word to hear each sound.	I know I live in the country of the United States of America.	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
	Readers, you did a wonderful job yesterday telling more about why you thought the pages in your book were funny or cool! I was noticing how we were all describing and telling more! Today, I want to ask our partners questions about their books to make our book talk stronger.	Share the work of one student whose sparse pictures did not give enough detail to go with the story. Tell how the student noticed and solved the problem.	Making solid shapes: sphere, cylinder, cube, cone with modeling clay	Watch: https://www.youtube.com/watch?v=3ovJIxTQpsU Tell the Students that they will say a word and then slowly stretch it out to hear each letter sound.	Show globe. Does anyone remember what this is called? Does anyone remember what continent we live on?	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter 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
	Teaching Point: Today I want to teach you that reading partners can ask each other questions like, “Why are they doing that?” or “How do you think he is feeling?” or “What do you think she will do next?” to make their talk stronger and to nudge each other toward higher-level thinking and questioning. Teach: Demonstrate that readers share their books with their partner but that they tell more and ask their partners questions. Demonstrate how to ask questions like, “Why are they doing that?” or “How do you think he is feeling” or “What do you think she will do next?”. We know this book really well by now. So when you look at the pictures, you can use them to remember what questions to ask your partners. For example, on one of the teacher selected pages of Caps for Sale, children will see a picture that shows a man with caps piled high on his head. Demonstrate asking questions like, “Why are they doing that?” or “How do you think he is feeling?” or ‘What do you think he will do next?”.	Teaching Point: Today I want to teach you that when writers write stories, they try to write them in such a way that readers feel like they are right there with them. To do this, they think about where they were, who they were with, and what they were doing on each page, and then they put those details into the pictures and words. Teach: Begin a story as you draw only sparse details onto a page of a blank book. Next include who, what, and where and draw those details.		Tell the Students that they will say a word and then slowly stretch it out to hear each letter sound. Show the students a picture of a cat. Sound and stretch the word and then identify the letters that you hear that spell the word. Do this will several other words: jam hat bat		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:	Small Group Instruction:	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 Standard: Teaching Point: Strategy:	_X__ Strategy Group ___ Interactive Writing (K-2) ___W ord Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in selecting shape cards and positional words cards and following given oral directions.	Students will complete the blending read, reveal activity.	Label the countries on smartboard map. I	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	Complete problem set 8.		Have students color and label USA in their “Where I Live Book”. Then students will write the sentence: I live in the United States of America.	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:
	Could you turn and talk to your partner? Ask students to share what some of the questions they asked and how their partner’s response helped them learn more about their book. Voice over and share what great readers were talking about. Today we learned that we can ask questions to make book talk stronger and to nudge each other toward higher-level thinking and questioning. Ask students to retell their story using the labels they made. Voice over and share what great readers were talking about. Today we learned that we can add snap words to the labels in our stories. These labels help us retell the important parts of our story.	Let students know that partners can offer tips and suggestions to improve one another’s stories.	The teacher will lead students in a discussion reviewing how to describe positional words using solid shapes.	Review sounding and stretching the words from today’s lesson.	Share with a partner what country you live in.	Discuss why it is important to be fluent when reading.

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