Daily Lesson Plan

What: Daily Lesson Plan
When: 12/3/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 12/03/2020	Readers Workshop Unit _Super Powers__ Session_12_ *See Google Classroom for Video Lesson	Writers Workshop Unit_2__ Session _8__	Eureka Math Module _3_ Lesson 10 *See Google Classroom for Video Lesson	Phonics F & P l: Lesson _PA 10	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 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	MGSEK.MD.1 MGSEK.MD.2	ELAGSEKRF2 d	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 use a pattern to help me read a book.	I can use my word wall to make my writing readable.	I can sort and compare objects by weight using a balance.	I can hear the last sound in a word.	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 a word wall is a tool to help me. I know how to find a word on my word wall.	I know weight vocabulary words are heavy and light. I know a balance can help weight objects.	I know I need to say a word slowly to hear each part. I know the ending is the last sound I hear when I say a word.	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
	Engage students in marking different rhythms as you read a familiar text. Compare the students’ growing fluency to a symphony.	Tell students that writing is not always hard work. There are many words that writers just know.	Fluency: Green LIght, Red Light; Make it Equal Application: Kitten on a seesaw	Youtube song on vowels https://www.youtube.com/watch?v=Fftpep-09ZI	Do you know who helps Santa get ready for Christmas?	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 one way to read faster and smoother is to realize that knowing the pattern helps you sing the words that are the same on every page. Then you can really work at figuring out the words that change. Demonstrate how you identify the pattern in a familiar text, and sing the repeating words on each page. Introduce a new text, reading aloud the first few pages to allow students to figure out the pattern.	Today I want to teach you that every writer has words that he or she just knows and can write easily, in a snap. Writers don’t stretch out those words – they just write them quickly. Word walls are a great tool for writers because they remind writers of the words they know in a snap. Show your writers how a word wall works. Demonstrate how you make a personal word wall even more personal by modeling with one student in the class.	Activity consists of teacher leading students in observing how a balance “looks” when comparing objects.	Teacher will explain that listening carefully to words as you say them slowly will help hear all the parts of the words. Tell them you notice they sometimes leave off endings. Model an example of saying a word slowly and not writing the last sound. Then go back and show it with the last sound.	Read Elf on a Shelf.	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: *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 and recording the results.	Teacher and students practice words together trying to say all the parts of the word and hearing the ending sound. Have a chart where students can put pictures of words that have the same ending sound together.	Make a circle map to discuss everything children know about elves.	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 10	Students have picture cards and glue them in their phonics notebook. They are sorting their pictures based on the ending sound they hear in the word.	Have students complete the elf 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:
	Use oral rehearsal to plan a class pattern book together, writing sentences in the air.	Guide students step by step through the process of learning new snap words, starting by asking students to make observations about the new word. Then ask students to fix the word.	The teacher will lead students in a discussion comparing the weight of an object to a set of unit weights on a balance scale.	Share with someone the ending sounds in the words: bag top man fox	Share with a partner something you learned about elves.	Discuss why it is important to be fluent when reading.

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