Daily Lesson Plan

Teacher:  Davis

Grade:  Kindergarten

Date of Instruction:  

Tuesday

9/1/2020

Readers Workshop

Unit _Launch__ 

Session_7__

Writers Workshop  

Unit_Launch__

Session _7__

Eureka Math 

Module _1_

Lesson_7_

Phonics

F&P: LS 3 pg. 317__

UOS in Phonics Lesson

Science/Social Studies  

VIK

Shared Reading  

I Went Walking
by Sue Williams

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

ELACCKW1
ELACCKW3

K.GSE.CC.2
K.GSE.CC.4
K.GSE.CC.5
K.GSE.CC.3 

ELAGSEKRF3

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 retell a story.

I can write about a single event.

I can sort by counting in vertical columns and horizontal rows (linear configurations).

I can match my sorting to numerals on cards. 

I can identify sounds of letters.

I can identify how I am similar and different to my classmates.

I can reread to build comprehension.

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

I can use pictures and  what I know  to tell a story.

I can write about an event.

I can sort objects and match my groups to a number card. 

I know each letter makes a sound and I can match a picture that starts with that letter.

I know that there are things that  my classmates are similar and different than I am.

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 

Yesterday we began by making a chart of the three ways to read a book, I taught you the first way to look at the pictures and use the pictures to tell a story. 

Call students to the carpet for Writing Workshop. You could read the poem introduced in Day 1 as a signal that it is time for Writing Workshop. "Good Morning, Writers. It's time for Writing Workshop. First, we will have our Opening, then we will have Work Time and finally, we will have Share time."

Fluency:

Sunrise/Sunset Counting to 5;

Roll, Grab, Count; Rekenrek Roller Coaster

Application:

Identifying items used in math activity

Today we are going to work with letters and pictures of things that have a name that starts with the same sound. First let’s say the letter name and the sound it makes.

Stand up & turn around if you are a girl.

Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready.

“L Poem”

Direct Instruction

-minilesson 

Direct Instruction    -mInilesson

Direct Instruction

Direct Instruction
Teach

Direct Instruction

Direct Instruction

Today I am going to teach you another way to read a book. 

How many of you have heard the story Brown Bear Brown Bear or the nursery rhyme Jack and Jill or the song the Itsy Bitsy Spider? These are familiar stories and songs that you already know and could probably tell me the story without having the book in front of you. That is the second way to read a book- tell a story you already know. Let’s add this to the chart.Teacher then passes out a familiar book such as Brown Bear Brown Bear or Chicka Chicka Boom Boom and begins telling the story while turning the pages. Point out that you are not actually reading the words, you are just telling the story that you already know. 

Today I am going to teach you that authors always think before they write, and that they write about things they know about. They write about things they have done or things that they know from their own lives.

Talk to children about thinking before they begin. Explain that the story idea needs to be in place first, and then they can draw and write.

Activity consists of matching classroom items and linking cubes to numeral cards in vertical and horizontal variations. 

Now let’s look at the picture cards and decide which letter to put the picture beside. Let students come up and help with the cards.

Teacher will ask students who have blue eyes to go to the front of the room.  Then, the teacher will ask students who have brown eyes  to join the group at the front of the room.

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.

Students will independently complete a Two-Way Sort with pictures to match to the correct letter.

Teacher will engage the students in discussion of similarities and differences in the groups of students. 

Have VIK students share their posters/books.

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

Students work to complete pg.75, Problem Set 7 in the allotted time. Teacher walks around, monitors and supports students as needed.

Students will discuss Two-Way Sort with pictures and sounds.

Let students ask VIK student questions and discuss similarities and differences.

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? As the child is sharing the book, compliment the things you are noticing the child is doing to take care of his/her book. Teacher picks 2-3 students to share a familiar story. 

Stop music or use a signal to let students know work time is over. "Writers, it is the end of work time today. You need to decide where you want to put today's piece. If it's finished it will go in the "Finished"

The teacher will lead students in a discussion in how students sorted objects and matched sets to numerals.

Students discuss each picture cards and sounds.

Look at your partner and talk about how you are the same and different.

Discuss why it is important to check that our reading makes sense and sounds right.