Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 12/10/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: 12/10/2020 Readers Workshop Unit _Super Powers__ Session_16_ *See Google Classroom for Video Lesson Writers Workshop Unit_2__ Session _12__ Eureka Math Module _3_ Lesson _Mid Module Assessment_ Phonics F & P l: Lesson ___ Science/Social Studies Customs/Traditions Shared Reading There was an old lady who swallowed some Snow 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 ELAGSEKRF1 a, b, c 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 retell a story. I can ask and respond to questions to make my writing stronger. I can identify the sound a digraph makes. I can identify and describe the customs and traditions of Christmas I can reread a book with fluency. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know a pattern is when the same words or phrases are repeated over and over in a book. I know how to find a pattern. I know my partner can ask me questions to remind me what I need in my writing. I know a digraph is when two letters are put together and make one sound. I can make the digraph sound. I can match a picture with the beginning digraph. I know different traditions or customs and what they are used for. 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 Tell a story of leaving a movie with friends and talking about all the different parts of the movie. Compare this to the thinking and talking readers do after they finish a book. Channel students to brag about what they’ve learned to do to make their writing easier to read. Describe the differences between today’s inquiry lesson and a traditional mini lesson format. Digraph ‘wh’ song: https://www.youtube.com/watch?v=GO3UxDydumA Song about candy canes: https://www.youtube.com/watch?v=6MejJBiag5A Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “The Gingerbread Man 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 when you read a book well, you end up seeing things in the book that seem important. Maybe you see things that are surprising or funny. Name a question that will guide personal inquiries. Ask: What have I learned to do that makes my writing more readable? What could I still learn that would help my writing become even more readable? Introduce the card “Whimsical Whitman”. Read the story for “Whimsical Whitman”. Read Sheila Ray’s Peppermint Stick. 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 Hand out pictures to students. Let them come up and place their “wh” words on the chart either starts with ‘wh’ or doesn’t start with ‘wh’ Let students try a small candy cane. Make a bubble map to describe the candy cane. 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 After going over the words with students to ensure they correctly sorted them, students will complete the ‘wh’ color/trace/write worksheet with ‘wh’ words. Have students complete the candy cane craft. 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: Coach partners to talk more about their books, extending the work they do to say “I think…” by teaching them to elaborate on their ideas, using the word because to say more. Guide students to self-assess their growth as writers using the checklist. Tell someone the sound ‘wh’ makes and a word you hear it in. Share with a partner something you learned about candy canes. Discuss why it is important to be fluent when reading.
See Google Classroom for video Lesson
Digraphs
ELAGSEKRF3 ELAGSEKRF4
ELAGSEKSL1 ELAGSEKSL2
ELAGSEKSL4 ELAGSEKSL6
ELAGSEKL1 ELAGSEKL2
ELAGSEKL5 ELAGSEKL6
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3
SSKG1
ELAGSEKRL5
ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7
ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2
ELAGSEKSL1
ELAGSEKSL6
I know how to fix my writing.
Teach
Use a book to demonstrate how you can turn back through the pages to retell the book. Start by rereading the final few pages to demonstrate how readers linger after they’ve finished a book to remember all the parts. Remember to activate book talk power.
Set up writers to reread as much of their writing as they can. Then listen in and coach. Coach writers in a step by step way to use early reading behaviors to read their writing. Once writers have read most of their work, channel them to notice specific things they have done that make their writing readable.
*See strategy group plans