Daily Lesson Plan

What: Daily Lesson Plan
When: 8/26/2020

Glynn County Lesson Plan for Instruction (K-2)

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 8/26/2020	Readers Workshop Unit _Launch__ Session_3__	Writers Workshop Unit_Launch__ Session _3__	Eureka Math Module _1_ Lesson_3_	Phonics F & P l: Lesson _ELC 2__ 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 ELACCKRL5 ELACCKRL10 ELACCKRI10 ELACCKRF1 ELACCKRF2 ELACCKRF2(a)	ELACCKW1 ELACCKW3	K.MD.3 K.CC.4	ELAGSEKRF1 a, b, c	SSKCG1	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 know how to take care of my books.	I know what when I think I’m done, I have just begun.	I can classify to find two objects that share a visual pattern, color, and use.	I can tell how many letters are in a name. I can count the syllables.	I can tell what R.I.S.E. stands for and how to show it.	I can identify a syllable, letter/sound, snap word, word family or rhyme in a story.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know taking care of books helps keep them from getting torn up. I know how to hold a book and turn the pages.	I know during writing workshop I can add more pictures, more words, or start a new story.	I know classify means putting things together that look similar. (stripes, same color, same shape)	I know letters make words and words put together make sentences. I know syllables are breaks in a word.	I know R is for Respect, I is for Independence, S is for Self-Control, and E is for Effort.	I can count syllables in a word. I can look for sight words. I can find rhyme words. I can find a word family.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Refer back to the anchor chart about the parts of reading workshop.	Good Morning writers, yesterday you did what real authors do. You thought of something in your life, got a picture in your mind and then drew and wrote about it. But we had a problem. I heard many boys and girls say, “I’m done!”	Fluency Practice, Counting Beans and Fingers to 5; Show Me Beans to 5; Counting with the Number Glove to 5 Application Problem, Drawing Circles Activity	Review chart on letters, words, sentences.	Video - Cafeteria	Poem: Colors
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Explain to students how special the books our in the classroom and that they are for everyone to read. Tell the students that as we go through the year that you want them to love the books in their classroom as much as you do. If you love something, you want to take care of it so it will last a really long time. You want to be a “book lover.”	Today, I’m going to teach that writers have a saying, ‘When you’re done, you’ve just begun.’ When we finish one story, we get to work. Sometimes, we add to the picture or to the words-and sometimes we get a new piece of paper and start a new story.	Activity consists of discussion/comparison of sets of dinner ware.	Remember we learned that letters make words when you put them together. Today I am going to put together letters in my name to make a word. Yes, your name is a word! Teacher writes the name and colors the first letter.	Discuss what students in the video were doing to show R.I.S.E in the cafeteria.	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:	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.	Students help teacher count the letters in the name. A student comes up and writes the number on the chart. Now let’s use the name and put it in a sentence. Students generate ideas for a sentence and teacher writes it. Next, the teacher and students count the syllables in the teacher name.	Have students describe other ways to show R.I.S.E. in the cafeteria.	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 3	Count the letters in your name and then count how many syllables in your name.	Let students volunteer to model it in the classroom.	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:
	Who has a book that they enjoyed and would like to share with the class? Tell us why you chose to share that book.	Teacher picks two to three students to share their work who kept working.	The teacher will lead students in a discussion to review how two objects share a visual pattern, color and use.	Remember, some words have one syllable, some two, and some might have even more. Give examples.	Tell someone one thing to do in the cafeteria to show R.I.S.E.	Discuss why it is important to know sight words or letter sounds when reading a book.

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