Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 8/25/2020, 2:00 PM – 3:00 PM
Glynn County Lesson Plan for Instruction (K-2) Teacher: Davis Grade: Kindergarten Date of Instruction: 8/25/2020 Readers Workshop Unit _Launch__ Session_2__ Writers Workshop Unit_Launch__ Session _2__ Eureka Math Module _1_ Lesson_2_ Phonics F & P l: Lesson _ELC 7__ UOS in Phonics Lesson Science/Social Studies PBIS Rules and Routines Shared Reading Ten Little Monkeys Jumping on the Bed 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 ELACCKW1 K.MD.3 ELAGSEKRF1 a, b, c SSKCG1 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 know what reading workshop looks like in my classroom. I know what writing workshop looks like and sounds like in my classroom. I can analyze to find two similar objects. I can tell how words are different than sentences. I can tell what R.I.S.E. stands for and how to show it. I can reread to build comprehension. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know during reading workshop students show respect to others and the teacher, read quietly, and take care of their books. I know during writing workshop students are showing respect to others and the teacher, writing quietly, and taking care of their materials. I know similar means the same. I know to analyze means to look at something closely. I know letters make words. I know words make sentences. I know R is for Respect, I is for Independence, S is for Self-Control, and E is for Effort. 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 Does everyone remember yesterday when we talked about Reading Workshop? It is a time to enjoy books and grow as readers. Let’s review the three parts to Readers Workshop. Good morning writers! When writers write they need to be in a space where they are comfortable and can think about their writing and put their writing down on paper. Fluency Practice, Show a simple sentence with three or four words. Do you know what this is? Video - Restroom Poem: Colors Direct Instruction -minilesson Direct Instruction -mInilesson Direct Instruction Direct Instruction Direct Instruction Direct Instruction Today I want to teach you what Reading Workshop will look like in our classroom. Today we are going to get a picture of what our writing workshop should look like, sound like, and feel like. If someone (principal, visitor etc.) were to walk into our room during writing workshop, what would (s) he see? Activity consists of identifying pairs of items that are different in one aspect. Explain that letters make words, but when you put words with other words, it makes a sentence. Explain that there needs to be a space between the words so people can read it. Read your example sentence and show how the words are separated. Discuss what students in the video were doing to show R.I.S.E in the restroom. 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: Small Group Instruction: Concept Development (We Do) Active Engagement Guided Practice: Guided Practice: ___ Interactive Read Aloud ___ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study Standard: Teaching Point: Strategy: ___ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing Standard: Teaching Point: Teacher leads students in discussion of objects. Students also discuss with partners. Teacher and students sort through examples of words and sentences so they can see the difference. Have students describe other ways to show R.I.S.E. in the restroom. 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 2 Students will take a bag with words and put them together in their notebook to make the sentence. Make sure the sentence has the child’s name in it. Let students volunteer to model it in the classroom. 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 (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: Students will gather in the meeting area. Who has a book that they enjoyed and would like to share with the class? Tell us why you chose to share that book. Start by reflecting on what you saw and heard in the classroom, I saw______ working in groups. Would anybody else like to share what he or she saw, heard, or how they felt during writing workshop? Look at everything we noticed during writing workshop. The teacher will lead students in a discussion to review on how to find two similar objects. Show your sentence to someone and count how many words you see. Point to your name in the sentence. Tell someone one thing to do in the restroom to show R.I.S.E. Discuss why it is important to check that our reading makes sense and sounds right.
ELACCKRL5
ELACCKRL10
ELACCKRI10
ELACCKRF1 ELACCKRF2
ELACCKRF2(a)
ELACCKW3
K.CC.4
ELAGSEKRL5
ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7
ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2
ELAGSEKSL1
ELAGSEKSL6
Hands Number Line to 3; Show me Fingers to 3; Finger Flashes to 3; Rekenrek to 3
Application Problem,
Marble Activity
Teach
Begin a new Anchor Chart by discussing How Reader’s Workshop will look in the classroom. Guide students as they brainstorm rules and procedures for how to build a true community of readers.