Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 12/15/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: Tuesday 12/15/2020 Readers Workshop Unit _Super Powers__ Session_Lesson 5 Review_ See Google Classroom for video Lesson Writers Workshop Unit_2__ Session _ Write on Demand for Unit 2_ Eureka Math Module _3_ Lesson _18_ Phonics F & P l: Lesson ___ Science/Social Studies Customs/Traditions Kwanzaa Shared Reading Ten tiny Gingerbread Men Opening 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 ELACCKW2 MGSEK.MD.1 MGSEK.MD.2 ELAGSEKRF1 a, b, c SSKH1 ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 ELAGSEKRL5 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 talk with a partner to help my reading get stronger. I can use my strategies to help me write. I can solve composition word problems up to 8 with objects and pictures. I can blend two or more letters together. I can identify and describe the customs and traditions of Christmas. I can reread to build comprehension. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know how to talk to a partner about a book. I know how to give suggestions to my partner that can help. I know how to use my letter sounds to help me write. I know how to leave a space between my words. I know compose means put together. I can use a number bond, manipulatives, and pictures to show number pairs. I know each letter makes a sound. I know how to put two letter sounds together to read a word with a blend. I know different traditions or customs and what they are used for. I know how to reread. I know that if I read something many times I can remember and understand more. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Remind students of using all their reading powers. Fluency Application Problem Blends song: https://www.youtube.com/watch?v=pQgJnpE7IL8 Kwanzaa song https://www.youtube.com/watch?v=t7fM5yjmVRY Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “Christmas 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 remind you to use all your super reading powers while reading. Activity consists of comparing using more than and the same as. Tell students they are going to learn about blends. When you blend the sounds together you can still hear each sound. Read My First Kwanzaa Second Read – Cross Checking. Tell students they are going to reread together to see if what they say makes sense, sounds right, and looks right. 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 the activity to compare using more than and the same as asking prompting questions throughout the activity. Introduce the blends gr, pr, tr. Make a circle map to describe Kwanzaa. As the class is reading, stop and ask “does this make sense, sound right, and look right?” Make errors so that students can understand how it might not sound right or make sense. 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 18 Then students will sort picture cards individually and place them in their ongoing interactive notebook along with writing the words. Have students complete The Kwanzaa Mat. Highlight or cover up some words to have students try to think of what would make sense when reading. Ask them if it looks right and sounds right. Closing 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 Have one or two students share the sight word they found. The teacher will lead students in a discussion reviewing how to compare using more than and the same as. Tell someone the sound gr makes and give them a word that starts with the blend. Share with a partner something you learned about Kwanzaa. Discuss why it is important to check that our reading makes sense and sounds right.
See Google Classroom for video Lesson
Rr Blends
(I Do)
ELAGSEKSL 1, 2, 4, 6
ELAGSEKL 1, 2, 5
ELACCKW3
ELAGSEKW5
ELAGSEKRF1
ELAGSEKRF3
SSKG1
ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7 ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2
ELAGSEKSL1 ELAGSEKSL6
Teach
Invite students to join you in ‘reading on’ in a book, identifying feelings on each page and making their tone match as they read.
Disney’s The Proud Family: Kwanzaa
https://www.youtube.com/watch?v=6lN8JflBOtk
*See strategy group plans
The teacher will pass out picture cards to students and as a group sort them on a pocket chart. The teacher will discuss where the pictures are and fix any errors.
(We Check)