Daily Lesson Plan

What: Daily Lesson Plan
When: 9/10/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Thursday 9/10/2020	Readers Workshop Unit 1 Session_3__ See Google Classroom for video Lesson	Writers Workshop Unit_1__ Session _3__	Eureka Math Module _1_ Lesson_13_ See Google Classroom for video Lesson	Phonics F&P: LS 3 pg. 317__ UOS in Phonics Lesson I, like	Science/Social Studies	Shared Reading Mrs. Wishy Washy RA: The Carrot Seed
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	ELAGSEKRF4	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 participate in conversations with a partner.	I can use a variety of tools to help me with my writing.	I can order and write numerals 0-3. I can answer “how many” questions.	I can read sight words in a book.	I can identify who a grandparent is.	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 what to do with a partner during reading.	I know that I can use a word wall, alphabet chart, or anchor chart to help me write.	I know how to write the numerals 1-3. I know how many objects when I count.	I know sight words are words I can read in a snap. I can find sight words in books.	I know what Grandparents Day means.	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
	Review anchor charts from previous mini lessons. Show students the 3 Ways to Read a book anchor chart. Have the students echo read as you read the first 2 ways. Then tell the students that today you will be learning the last way to read a work by reading the words.	Playact that you are stuck and dependent, bothering everyone with requests for direction.	Rekenrek Roller Coaster; Show Me Fingers; Hide and See	Sight word rap.	Grandpa Song (1:38) https://www.youtube.com/watch?v=jbWTuBerX88	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “F 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
	Call Readers to the meeting area. Direct students to bring a LATW book from their table tubs to the rug to sit next to their assigned reading partner. (Have this planned ahead of time.) Yesterday I told you we will read two kinds of books in this unit. LATW books and old favorite story books, but Guess What? These are not just different kind of books, these are different kinds of reading! Thumbs up if you like reading at your table! Thumbs up if you like reading with a partner on the rug! I am so happy that we have both kinds of readers in our workshop! Demonstrate private reading. Having the student s notice the fun things you are doing as you read alone. “We are spies! Remember super-duper spies are quiet, so if you see me do something fun don’t shout out! Oh Look, point out to a partner near you, whisper and use a hand signal. Things to model in 90 seconds: 1. Make faces and noises as you read 2. Groan about things you see 3. Act out things you know and say I knew that 4. Turn to an interesting page and say Wow That’s interesting Then turn to the students and say “Spies! Did you see any fun things I was doing as a reader? Turn and Talk – as the kids talk, listen, and then confirm their noticings.	Today, I want to teach you that when writers have problems and don’t know what to do, they say “I can solve this myself.” Then writers come up with solutions to those problems and carry on, writing, writing, writing. That way, writers don’t waste precious time! Demonstrate that you solve your own problems and figure out what to do during writing time. Debrief, emphasizing the way your realization that you can solve your problems pertains to other days and other students.	Consists of teacher demonstrating and leading students in a counting and writing activity.	Introduce snap word “I” and “like” and have students help you find the magnetic letters to spell the new sight words. Then show students the correct way to write the new sight words. Talk about the letters in each word. Discuss why they would be lowercase. Have students explain why some letters are chicken letters, giraffe letters, or monkey letters.	Chart: Talk about how their grandparents help them, love them, and what they do with them. Small group at a time makes this craft.	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 the counting and writing activity.	Students will work in small groups to complete a Making Words Sheet with the sight words.	Small group at a time makes this craft. Why they love them, what they do with them, a memory they have.	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 BOOK SHOP	_X_ RDCT Conference __ Goal Setting Conference	Students work to complete pg.134-135, Problem Set 13 in the allotted time. Teacher walks around, monitors and supports students as needed. Practice Sheet	Students will read the word presented to a partner.	Students will write what they call their grandparents in the middle of the flower.	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:
	Invite children to recognize positive partner reading qualities by sharing what you observed in your voice overs. After listing a small handful of positive behaviors – Tell the students “Do you see how much we have to celebrate today? And we get to do this every day from now on!!!!!	Set up writing folder system for students to use and where to store them. Introduce a date stamp and teach writers how to use the stamp each day.	The teacher will lead students in a discussion to review ordering and writing numbers 0-3 as well as how to answer “how many” questions.	Students will choose a sight word and use it in a sentence.	Let students share one thing about their grandparent.	Discuss why it is important to know sight words or letter sounds when reading a book.

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