Kindergarten Lesson Plans

Teacher: Burban

Grade:  Kindergarten

Date of Instruction:  

8/25/2020

Readers Workshop

Unit _Launch__ 

Session_2__

Eureka Math 

Module _1_

Lesson_2_

Phonics

F & P l: Lesson _ELC 7__

UOS in Phonics Lesson

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: 

Standards: 

ELACCKRL4

ELACCKRL5

ELACCKRL10

ELACCKRI10

ELACCKRF1 ELACCKRF2

ELACCKRF2(a) 

K.MD.3    

K.CC.4 

ELAGSEKRF1 a, b, c

Learning Target/Teaching Point

Learning Target/Teaching Point

Learning Target/Teaching Point

I know what reading workshop looks like in my classroom.

I can analyze to find two similar objects. 

I can tell how words are different than sentences.

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 similar means the same.

I know to analyze means to look at something closely.

I know letters make words.

I know words make sentences.

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,

Hands Number Line to 3; Show me Fingers to 3; Finger Flashes to 3; Rekenrek to 3

Application Problem,

Marble Activity

Show a simple sentence with three or four words.

Do you know what this is?

Direct Instruction

-minilesson 

*See video lesson in Google Classroom

Direct Instruction    -mInilesson

Direct Instruction

*See video lesson in Google Classroom

Direct Instruction

Teach

Today I want to teach you what Reading Workshop will look like in our classroom.

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. 

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. 

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 

___ 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.

Reading Conferences:

Writing  Conferences: 

Problem Set (You Do)

Rug Time/Apply 

_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.

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

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.