Daily Lesson Plan

What: Daily Lesson Plan
When: 12/2/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 12/02/2020	Readers Workshop Unit _Super Powers__ Session_11__ See Google Classroom for video Lesson	Writers Workshop Unit_2__ Session _7__	Eureka Math Module _3_ Lesson _9_ See Google Classroom for video Lesson	Phonics F & P l: Lesson _LS 3 pg. 317_ an, as	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:
	ELAGSEKRF 1, 2, 3, 4 ELAGSEKSL 1, 2, 4, 6 ELAGSEKL 1, 2, 5	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	MGSEK.MD.1 MGSEK.MD.2	ELAGSEKRF4	SSKH1 SSKG1	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 read in a clear voice while expressing feelings and ideas.	I can use long and short vowel sounds to help me write words.	I can sort and compare objects by weight using a balance.	I can read sight words in a book.	I can identify and describe the customs and traditions of Christmas	I can identify a snap word in a story.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know that I need to talk clearly without anything in front of my mouth. I know I can change my voice to sound like the character feels.	I know that vowels have two sounds. I know the vowel sounds and how to use them in my writing.	I know a balance scale will help me tell if things are heavy or light. I can sort objects into heavy or light after weighing them.	I know sight words are words I can read in a snap. I can find sight words in books.	I know different traditions or customs and what they are used for.	I can look for sight words I know in text.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Inform students that now that they have many reading powers, they have the responsibility to bring books to life.	Rally students to sing “Old MacDonald” with you, then point out that the chorus contains vowels. Introduce vowels.	Fluency: Hidden Numbers; 5-Group Hands Application: Heavier Than, Lighter Than	Introduce snap words “an” and “as” with youtube songs.	Show a stocking. YouTube song: https://www.youtube.com/watch?v=-pmBtlg7lAA	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “K 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 that when you use all your super powers, you can bring books to life. You can read them to others just as grown-ups read books to you, and you can read them to yourself that way as well. Invite students to bring the familiar text to life with you, reading in smooth reading voices. Deliberately read in a choppy voice, going back to smooth it out.	Today I want to teach you that vowels can help you spell the middle of words. If you know just a few tips about how vowels work, this can make your writing so much easier to read. A vowel chart can help you hear the vowel sound and come up with the right vowel to put on your paper. Teach students that when words are hard to read and write, sometimes it is because of the tricky parts – vowels. Show students how to use the vowel chart to help determine which vowel to use.	Activity consists of a teacher leading students in discussion that introduces the “balance scale” and a comparison tool.	Show students the correct way to write the sight words. Talk about the letters in each word. Discuss why they would be lowercase. Have students explain why some letters are chicken letters, giraffe letters, or monkey letters.	Read T’was the Night Before Christmas. Watch the scholastic video “Twas the Night Before Christmas”.	Tell students that today they will focus on words in the book. Teacher will read a page or two and then go back to focus on one of the following: syllables, rhymes, letter sounds, sight words, or one to one correspondence.
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 allows time for students to break into small groups and compare the weights of several pairs of objects.	Students will help the teacher generate a sentence that they can write for each sight word.	Make a bubble map with students to describe a stocking.	As the class is reading, stop and ask questions related to the phonological skill of the day. This may vary based on the needs of students and their phonological awareness.
	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 9	Students will glue their sight words in their phonics notebook and write the sentences. They will go back and highlight the sight word in each sentence.	Have students create their own stocking.	Have students do a word hunt in their books for the skill of the day.
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:
	Recruit students to read with smooth voices, lifting lines of the text off the page.	Channel writers to review writing in the finished portion of their folders, making sure those old pieces of writing contain vowels in every word.	The teacher will lead students in a discussion comparing objects using heavier than, lighter than and the same as with balance scales.	Let students turn to someone and touch each word in a sentence while reading.	Share with a partner something you learned about stockings.	Discuss why it is important to know sight words or letter sounds when reading a book.

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